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Contextualizing the statistical training for the mathematics teacher from the perspective of the documentational approach to didactics

Artigo2026

Sandra Cristina Martini Rostirola; Elisa Henning; Ivanete Zuchi Siple

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Resumo

Abstract Initial training is a transition time for the future teacher, since it is when the metamorphoses which transform the person’s status from student to teacher take place. Therefore, analyzing this profile is essential to offer cognitive experiences that allow the structuring of teaching resources for future professional experiences. In this context, this paper analyzes the genesis of the statistics teaching documents of a future mathematics teacher, while listing the pedagogical beliefs emerging from them. This research presents a case study following a Mathematics Education undergraduate student for 24 months, as an opportunity to understand her narratives and didactic resources when learning how to teach statistics using the Documentational Approach to Didactics’ Reflective Investigation. Data analysis was performed quantitatively and qualitatively, using an interpretative perspective, associated with the use of the Iramuteq lexical analysis software. The results indicate that the experiences offered by the training professors, endowed with pedagogical intent, exert some influence over the future teachers’ didactic documents.

Dados da obra

Tipo
Artigo
Periódico
Discover Education, v. 5, n. 1
Editora
Springer
Ano
2026 (2026-06)
Idioma
en
Palavras-chave
Documentational approach to didactics; Undergraduate program in mathematics; Statistical training for teachers; Reflective investigation; Statistics Education; Teacher Education; Mathematics Teachers; Preservice Teachers; Undergraduate Students; Preservice Teacher Education; Mathematics Instruction; Documentation
Temas
Educação Estatística, Formação de Professores de Matemática, Tecnologias Digitais
DOI
10.1007/s44217-026-01744-y
ISSN
2731-5525
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ROSTIROLA, Sandra Cristina Martini; HENNING, Elisa; SIPLE, Ivanete Zuchi. Contextualizing the statistical training for the mathematics teacher from the perspective of the documentational approach to didactics. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-01744-y.

APA

Rostirola, S. C. M., Henning, E., & Siple, I. Z. (2026). Contextualizing the statistical training for the mathematics teacher from the perspective of the documentational approach to didactics. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01744-y

BibTeX
@article{rostirola2026,
  author = {Rostirola, Sandra Cristina Martini and Henning, Elisa and Siple, Ivanete Zuchi},
  title = {Contextualizing the statistical training for the mathematics teacher from the perspective of the documentational approach to didactics},
  year = {2026},
  journal = {Discover Education},
  volume = {5},
  number = {1},
  publisher = {Springer},
  doi = {10.1007/s44217-026-01744-y},
  language = {en}
}
RIS
TY  - JOUR
AU  - Rostirola, Sandra Cristina Martini
AU  - Henning, Elisa
AU  - Siple, Ivanete Zuchi
TI  - Contextualizing the statistical training for the mathematics teacher from the perspective of the documentational approach to didactics
PY  - 2026
JO  - Discover Education
VL  - 5
IS  - 1
DO  - 10.1007/s44217-026-01744-y
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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