Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers
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Resumo
Background: The mathematical and didactic knowledge in mathematics teachers’ domain should constitute a permanent focus of investigations and reflections. Objective: To investigate the development of knowledge and procedures concerning geometry teaching among pre-service and in-service mathematics teachers engaged in the final years of elementary school. Design: The investigation is inserted in a qualitative perspective and follows the assumptions of action research. Setting and Participants: Fifty-four pre-service and in-service mathematics teachers from the Brazilian city of Paulo Afonso, Bahia, participated in a teacher education process. Data Collection and Analysis: Participant observation, data collection and analysis following an analysis protocol guided by the constructs of the onto-semiotic approach; analysis of productions. Results: Development and application of 24 sequences of activities focusing on the study of geometry. High epistemic adequacy was observed based on the application of the analysis protocol concerning structuring sequences of activities. Regarding the other dimensions, concerning the analysis of the application of the activities (cognitive-affective, interactional-mediational, ecological), high adequacy was observed. Conclusions: It is relevant to invest in teacher education courses proposing the expansion of didactic-mathematical knowledge to enhance the use of different ways to teach and learn mathematics.
Dados da obra
- Tipo
- Artigo
- Periódico
- Acta Scientiae, v. 24, n. 6, p. 606-633
- Ano
- 2022 (2022-12-20)
- Idioma
- en
- Palavras-chave
- didactic-mathematical knowledge; mathematics teacher education; pre-service mathematics teachers; in-service mathematics teachers; geometry teaching; ontosemiotic approach; primary school mathematics; teacher education curriculum
- Temas
- Currículo, Formação de Professores de Matemática, Geometria
- DOI
- 10.17648/acta.scientiae.6243
- ISSN
- 1517-4492, 2178-7727
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PEREIRA, Solange Fernandes Maia; KAIBER, Carmen Teresa. Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers. Acta Scientiae, v. 24, n. 6, p. 606-633, 2022. DOI: https://doi.org/10.17648/acta.scientiae.6243.
APA
Pereira, S. F. M., & Kaiber, C. T. (2022). Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers. Acta Scientiae, 24(6), 606-633. https://doi.org/10.17648/acta.scientiae.6243
BibTeX
@article{pereira2022,
author = {Pereira, Solange Fernandes Maia and Kaiber, Carmen Teresa},
title = {Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers},
year = {2022},
journal = {Acta Scientiae},
volume = {24},
number = {6},
pages = {606-633},
doi = {10.17648/acta.scientiae.6243},
language = {en}
}RIS
TY - JOUR AU - Pereira, Solange Fernandes Maia AU - Kaiber, Carmen Teresa TI - Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers PY - 2022 JO - Acta Scientiae VL - 24 IS - 6 SP - 606 EP - 633 DO - 10.17648/acta.scientiae.6243 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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