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Conceções de Professores do Ensino Básico sobre a Prova Matemática: influência da experiência profissional

dc.contributor.authorViseu, Floriano
dc.contributor.authorMenezes, Luís
dc.contributor.authorFernandes, José António
dc.contributor.authorGomes, Alexandra
dc.contributor.authorMartins, Paula Mendes
dc.date.accessioned2017-05-03T15:30:22Z
dc.date.available2017-05-03T15:30:22Z
dc.date.issued2017-04
dc.description.abstractProof is an activity that plays a key role in the construction of mathematical knowledge, which is why it acquires relevance in mathematics programs. Admitting that teachers' conceptions about proof influence how it is handled in the classroom, we tried to investigate the conceptions of Portuguese mathematics teachers from the 3rd cycle of basic education (grade 7 to 9) on different aspects of mathematical proof and the relationship that the teachers’ experience has in these conceptions. Adopting a mixed methodological approach, we collected data through a questionnaire answered by 72 teachers, and an interview with two teachers with different professional experience. The results show that teachers, especially those with less experience, consider that mathematical proof has a distinct nature from other disciplines, it is an essential activity for the construction of mathematical knowledge and its function is to verify and explain the truth of a statement by developing reasoning and mathematical communication. With respect to student participation in the activity of proving, teachers with more teaching experience are the ones that most highlight it, which allows students to realize the nature of this activity. In curriculum terms, teachers with less experience are the ones that most agree with the presence of proof in early grades, while emphasizing that this activity only makes sense in some program topics.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationViseu, F, Menezes, L., Fernandes, J. A., Gomes, A., & Martins, P. M. (2017). Conceções de Professores do Ensino Básico sobre a Prova Matemática: influência da experiência profissional. Bolema, 31(57), 430-453.pt_PT
dc.identifier.doihttp://dx.doi.org/10.1590/1980-4415v31n57a21pt_PT
dc.identifier.issnISSN 1980-4415
dc.identifier.urihttp://hdl.handle.net/10400.19/4571
dc.language.isoporpt_PT
dc.peerreviewedyespt_PT
dc.publisherBolema, Rio Claro (SP)pt_PT
dc.relation.ispartofseries57;
dc.subjectMathematical Proofpt_PT
dc.subjectTeachers’ Conceptionspt_PT
dc.subjectTeachers of Basic Educationpt_PT
dc.subjectProfessional Experiencept_PT
dc.titleConceções de Professores do Ensino Básico sobre a Prova Matemática: influência da experiência profissionalpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceRio Claro (SP) - Brasilpt_PT
oaire.citation.endPage453pt_PT
oaire.citation.startPage430pt_PT
oaire.citation.titleBolemapt_PT
oaire.citation.volume31pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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