Multiple Documentational Genesis and Praxeologies: A Networked Approach to Investigate Mathematics Teachers' Documentation Work
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.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
This paper investigates the unexpected phenomenon that we call multiple documentational genesis, which occurred during a professional development program for in-service mathematics teachers, guided by researchers in mathematics education. It involves the proliferation of uncoordinated teaching materials created by teachers for their students based on the same initial input provided by researchers. To make sense of this phenomenon, we rely on a theoretical model combining the Documentational Approach to Didactics and the Meta-Didactical Transposition frameworks. We find that the logos component of the meta-didactical praxeology shared among the teachers participating in the program guided their documentation work in a way unforeseen by the researchers. Indeed, the teacher's decision to distance themselves from the researchers' initial input, perceived as non-coherent with their shared logos, led to a disruption in the co-learning partnership that had consistently characterised the program in prior years. This affected not only the sense of community among researchers and teachers but also the collaborative work among teachers themselves. The experimental findings informed new theoretical perspectives in the form of an adjustment of the theoretical model adopted for data analysis to the specific case of teachers participating in a professional development program.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Science and Mathematics Education
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Documentation; Mathematics Teachers; Educational Practices; Faculty Development; Teacher Developed Materials; Mathematics Education; Praxis; Sense of Community; Communities of Practice; Teacher Collaboration
- Temas
- Formação de Professores de Matemática
- ISSN
- 1571-0068
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
POCALANA, Gabriella; BINI, Giulia; ROBUTTI, Ornella. Multiple Documentational Genesis and Praxeologies: A Networked Approach to Investigate Mathematics Teachers' Documentation Work. International Journal of Science and Mathematics Education, 2025. Disponível em: http://dx.doi.org/10.1007/s10763-024-10505-y. Acesso em: 5 nov. 2026.
APA
Pocalana, G., Bini, G., & Robutti, O. (2025). Multiple Documentational Genesis and Praxeologies: A Networked Approach to Investigate Mathematics Teachers' Documentation Work. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-024-10505-y
BibTeX
@article{pocalana2025,
author = {Pocalana, Gabriella and Bini, Giulia and Robutti, Ornella},
title = {Multiple Documentational Genesis and Praxeologies: A Networked Approach to Investigate Mathematics Teachers' Documentation Work},
year = {2025},
journal = {International Journal of Science and Mathematics Education},
url = {http://dx.doi.org/10.1007/s10763-024-10505-y},
language = {en}
}RIS
TY - JOUR AU - Pocalana, Gabriella AU - Bini, Giulia AU - Robutti, Ornella TI - Multiple Documentational Genesis and Praxeologies: A Networked Approach to Investigate Mathematics Teachers' Documentation Work PY - 2025 JO - International Journal of Science and Mathematics Education UR - http://dx.doi.org/10.1007/s10763-024-10505-y 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) -
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
Teaching and Teacher Education, v. 180 · DOI 10.1016/j.tate.2026.105644
Acesso restrito -
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) -
Senso de Medidas na Pré-Escola: uma Análise de Conteúdo das Concepções de Professores
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27884
-
Mancala e a Educação Antirracista: Saberes Africanos nos Anais do XIV Encontro Nacional de Educação Matemática
Encontro Baiano de Educação Matemática