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Primary school teachers and their engagement with critical mathematics education via landscapes of investigation
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Orientador(es)
Resumo(s)
Critical mathematics education is concerned with the connection between mathematics education and social issues. Working with landscapes of investigation is a way to address this concern in mathematics classes. In this article, we seek to understand how primary teachers use landscapes of investigation in their teaching practice from the involvement in in-service teacher education. Specifically, we discuss how Grade 3 and 4 teachers planned and developed landscapes of investigation with their students. This study follows the interpretative paradigm with a qualitative approach. We use case study methodology and participant observation with different integrated data production instruments, which include video and audio recording of the teacher education sessions, field notes and interviews. For the analysis, we use categorical content analysis. The results suggest four characteristics that stood out during the teachers planning and development of landscapes of investigation, related to their connection with the problematization of a social issue, the use of a semi-reality to explore this problem, the format of the tasks and their potential to stimulate critical reflections.
Descrição
Funded by the European Union, HORIZON-MSCA-2022-PF-01, under grant 101103353. Views and opinions expressed are however those of the authors only and do not necessarily reflect those of the European Union or European Research Executive Agency (REA). Neither the European Union nor the granting authority can be held responsible for them. This work was supported by National Funds through FCT-Portuguese Foundation for Science and Technology, I.P., under the scope of UIDEF - Unidade de Investigação e Desenvolvimento em Educação e Formação, UIDB/04107/2020, https://doi.org/10.54499/UIDB/04107/2020.
Palavras-chave
Landscapes of investigation Critical mathematics education Primary school Teacher education, professional development
Contexto Educativo
Citação
Silva, G. H. G., & da Ponte, J. P. (2025). Primary school teachers and their engagement with critical mathematics education via landscapes of investigation. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), em2636. https://doi.org/10.29333/ejmste/16393
Editora
Modestum