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Orientador(es)
Resumo(s)
This study aims to understand the potential of a multimedia case in mathematics education for developing prospective teachers' knowledge of inquiry-based mathematics teaching and instructional
communication that supports it. The multimedia case called "Cube with stickers" was developed in the P3M project - Professional Practices of Mathematics Teachers, by Helia Oliveira, Ana Paula Canavarro and Luis Menezes. The multimedia case combines several artifacts, such as videos from a primary school mathematics classroom, audio recordings of interviews with the teacher, lesson plan,
mathematical tasks, students’ responses, class verbal interactions and theoretical texts, to represent an inquiry-based mathematics teaching practice. The study took place in the context of a pre-service
training course entitled "Mathematical Communication", which is located in the final year of an undergraduate course that qualifies students to enter a professional master's degree program for prospective primary school teachers. In this study, prospective teachers (N=15) participated, most of
them female, aged between 20 and 23. Considering the intended objective, the study applied a qualitative methodology, and the data were obtained from the following sources: (i) students' answers
to questions posed through the multimedia case: and (ii) written reflections (both were conducted in
groups of 2/3 students). The results show that the multimedia case contributed to the growth of students' knowledge about inquiry-based mathematics teaching, the conceptualization of communication that supports it, and about the teacher's actions and communication styles.
Descrição
Palavras-chave
Multimedia cases Mathematics Communication Teachers' knowledge Prospective school teachers
Contexto Educativo
Citação
Menezes, L., & Costa, A. M. (2021). Developing knowledge of prospective primary teachers about mathematics teaching by the use of a multimedia case. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.). Proceedings of EDLLEARN 21 Conference (pp. 2187-2193). IATED. doi: doi.org/10.21125/edulearn.2021
Editora
nternational Academy of Technology, Education and Development (IATED)