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Desafios e tensões de professores de matemática na dinamização de discussões em temas da Álgebra

2019Journal article Open access
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dc.contributor.authorRodrigues, Cátia
dc.contributor.authorMenezes, Luís
dc.contributor.authorDa Ponte, João Pedro
dc.date.accessioned2020-01-03T13:57:33Z
dc.date.available2020-01-03T13:57:33Z
dc.date.issued2019
dc.description.abstractWhole class discussions have come to be seen in mathematics teaching as a tool available to teachers to promote their students’ learning, insofar as they can involve them in the presentation and justification of previously selected strategies for solving mathematical tasks. In these discussions, the teacher relies on his/her didactic knowledge of mathematics to carry out a set of teaching actions to involve the students in the classroom discourse. The orchestration of these actions generates tensions in teachers, especially when they try to reconcile the discussion of important mathematical ideas with students’ participation. In this research, part of a larger study, we try to understand the tensions that three mathematics teachers face in leading whole class discussions based on algebraic tasks and how they try to overcome them. This qualitative and interpretative study is based on case studies of three teachers who are part of a collaborative group. Data were collected by interview, participant observation of teachers’ classes and collaborative work sessions and documentary analysis. Data analysis is based on a recursive process that led to the construction of formal categories, supported by the theoretical framework. The results show that teachers face diverse tensions when they try to involve the students in sharing and justifying algebraic ideas, recognizing that collaboration and planning the discussions are important mechanisms to help them cope with these tensions.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationRodrigues, C., Menezes, L., & Ponte, J. P. (2019). Desafios e tensões de professores de matemática na dinamização de discussões em temas da Álgebra. . In M. Peralbo, A. Risso, A. Barca, B. Duarte, L. Almeida, & J. C. Brenlla (Eds.), Atas do Congreso Internacional Galego-Portugués de Psicopedagogía (pp. 2013-2124). Universidade da Corunha: Corunha.pt_PT
dc.identifier.doihttps://doi.org/10.17979/spudc.9788497497268pt_PT
dc.identifier.isbn978-84-9749-726-8
dc.identifier.urihttp://hdl.handle.net/10400.19/6084
dc.language.isoporpt_PT
dc.peerreviewedyespt_PT
dc.publisherUniversidade da Corunhapt_PT
dc.subjectwhole-group discussionpt_PT
dc.subjectteaching of Algebrapt_PT
dc.subjecttensionspt_PT
dc.subjectclassroom speecpt_PT
dc.titleDesafios e tensões de professores de matemática na dinamização de discussões em temas da Álgebrapt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceCoruñapt_PT
oaire.citation.endPage2124pt_PT
oaire.citation.startPage2013pt_PT
person.familyNameRodrigues
person.familyNameMenezes
person.familyNameda Ponte
person.givenNameCátia
person.givenNameLuís
person.givenNameJoão Pedro
person.identifier.ciencia-id231E-36B0-9DE1
person.identifier.ciencia-id6D1A-43D8-25B4
person.identifier.orcid0000-0002-2504-5032
person.identifier.orcid0000-0002-8978-8900
person.identifier.orcid0000-0001-6203-7616
person.identifier.scopus-author-id34970816500
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication987f5c4d-4c14-438f-a18a-fe7f57297276
relation.isAuthorOfPublication3a32117a-c737-4465-8f56-5e98a30728db
relation.isAuthorOfPublicationf067345d-2fc9-45eb-a0a4-0a51d618380d
relation.isAuthorOfPublication.latestForDiscoveryf067345d-2fc9-45eb-a0a4-0a51d618380d

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