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Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years

2022Artigo científico Acesso aberto
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dc.contributor.authorFerreira, M. C. N.
dc.contributor.authorPonte, João Pedro da
dc.contributor.authorRibeiro, Alessandro Jacques
dc.date.accessioned2023-09-07T09:07:19Z
dc.date.available2023-09-07T09:07:19Z
dc.date.issued2022
dc.description.abstractThis article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFerreira, M., Ponte, J.P., & Ribeiro, A. (2022). Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years. PNA Revista de Investigación en Didáctica de la Matemática,16(2), 167-190. https://doi.org/10.30827/pna.v16i2.22234pt_PT
dc.identifier.doi10.30827/pna.v16i2.22234pt_PT
dc.identifier.eissn1887-3987
dc.identifier.urihttp://hdl.handle.net/10451/59152
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectAlgebraic thinkingpt_PT
dc.subjectProfessional developmentpt_PT
dc.subjectDiscursive interactionspt_PT
dc.subjectEarly algebrapt_PT
dc.subjectTeacher educatiorpt_PT
dc.titleTowards an approach to teachers’ professional development: How to work with algebraic thinking in the early yearspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceGranada, Espanhapt_PT
oaire.citation.endPage190pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage167pt_PT
oaire.citation.titlePNA - Revista de Investigación en Didáctica de la Matemáticapt_PT
oaire.citation.volume16pt_PT
person.familyNameCriez Nobrega Ferreira
person.familyNameMENDES DA PONTE
person.familyNameRibeiro
person.givenNameMiriam
person.givenNameJOÃO PEDRO
person.givenNameAlessandro Jacques
person.identifier2289605
person.identifier.ciencia-id6D1A-43D8-25B4
person.identifier.ciencia-idF912-AE2E-5E1C
person.identifier.orcid0000-0001-8122-1136
person.identifier.orcid0000-0001-6203-7616
person.identifier.orcid0000-0001-9647-0274
person.identifier.ridK-5243-2012
person.identifier.scopus-author-id55312749100
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication935f0a3a-f152-4109-a0a0-66f1c06c441a
relation.isAuthorOfPublication7f7f6671-c6f0-4f10-8b88-822e768553bf
relation.isAuthorOfPublicationddd634fa-90d9-4118-b595-28cc933e5562
relation.isAuthorOfPublication.latestForDiscovery7f7f6671-c6f0-4f10-8b88-822e768553bf

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