Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
This research investigates elementary mathematics teachers' competencies to implement neuroscience theory (NS) of mathematical cognition into their classroom practices during and after, participation in a professional development (PD) course. We examine the teachers' familiarity with Approximate Number System (ANS), relevant to elementary school level, and build their competencies to implement this NS concept into teaching. Data for this qualitative study were collected from the reflective reports written by nineteen female elementary mathematics teachers (aged 25–40) and were analysed using two complementary methodologies: content and linguistic analyses. Our findings indicate that the teachers acquired NS knowledge, and their competencies evolved from listing the facts and analysing their meanings to weighing possible applications and attempts to integrate newly acquired knowledge into their teaching. This study seeks to contribute to the field of professional teacher development by demonstrating how teachers can lend meaning to theoretical knowledge they obtain in a PD course, in meaningful ways by connecting it with their classroom teaching practices.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Innovation in Science and Mathematics Education, v. 30, n. 1
- Ano
- 2022 (2022-02-23)
- Idioma
- en
- Palavras-chave
- approximate number system; primary school mathematics teachers; teacher competence; teacher professional development; mathematics teaching practice; reflective practice; teacher knowledge integration; women teachers
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.30722/ijisme.30.01.004
- ISSN
- 2200-4270
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GUBERMAN, Raisa et al.. Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices. International Journal of Innovation in Science and Mathematics Education, v. 30, n. 1, 2022. DOI: https://doi.org/10.30722/ijisme.30.01.004.
APA
Guberman, R., Grobgeld, E., Muchnik-Rozanov, Y., & Eraky, A. (2022). Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices. International Journal of Innovation in Science and Mathematics Education, 30(1). https://doi.org/10.30722/ijisme.30.01.004
BibTeX
@article{guberman2022,
author = {Guberman, Raisa and Grobgeld, Eti and Muchnik-Rozanov, Yulia and Eraky, Adi},
title = {Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices},
year = {2022},
journal = {International Journal of Innovation in Science and Mathematics Education},
volume = {30},
number = {1},
doi = {10.30722/ijisme.30.01.004},
language = {en}
}RIS
TY - JOUR AU - Guberman, Raisa AU - Grobgeld, Eti AU - Muchnik-Rozanov, Yulia AU - Eraky, Adi TI - Is the Bridge Really So Far Away? Elementary Mathematics Teachers' Competencies to Implement Neuroscience Theory into Their Teaching Practices PY - 2022 JO - International Journal of Innovation in Science and Mathematics Education VL - 30 IS - 1 DO - 10.30722/ijisme.30.01.004 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática
Cadernos Cajuína, v. 11, n. 9 · DOI 10.52641/cadcajv11i9.3567
Download disponível Baixar PDF na fonte: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) Acessar texto completo: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) -
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Entre a BNCC e a Sala de Aula
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27996
-
La formación ciudadana en las prácticas educativas con las matemáticas
Pedagogía y Saberes, n. 65 · DOI 10.17227/pys.num65-22606
Em verificação -
Exploring the Knowledge- Practice Gap in Preservice Secondary Mathematics Teaching
Kaladarpan कलादर्पण, v. 6, n. 1 · DOI 10.3126/kaladarpan.v6i1.97846