ZIZO: A History-Based Approach to Mathematics Teacher Education
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
In this paper, we discuss the zoom in and zoom out approach to mathematics teacher education (ZIZO), which is intentionally designed to foster commognitive conflicts through the exploration of historical sources and the engagement with collective discussions. ZIZO is structured in three interconnected moments: firstly, participants are invited to immerse in primary sources, as a means of shaking their comfort zones regarding legitimate mathematical procedures and criteria; secondly, they engage in plenary discussions on the historical contextualisation of mathematical ideas, supported by the study of secondary sources; finally, they return to the source to unveil specific aspects of historical practices. This approach is part of a broader proposal, which builds upon participants' collective experiences to stimulate the development of a problematising stance toward knowledge production and teaching of mathematics. We exemplify ZIZO by a case in which the study of books I and II of Euclid's "Elements" was used to problematise usual approaches to the teaching of Pythagoras' theorem and areas in Brazilian secondary school. Our findings suggest that the engagement with Euclidean practices led teachers to problematise their views on the teaching of areas as geometrical magnitudes and as measurements, as well as the pedagogical uses of manipulable materials. These results highlight ZIZO's potential for teacher education, especially regarding the problematisation of views on what mathematics is and how it is learned and taught.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM: Mathematics Education, v. 54, n. 7, p. 1537-1552
- Editora
- Springer Science+Business Media
- Ano
- 2022 (2022-10-19)
- Idioma
- en
- Palavras-chave
- Mathematics Teachers; Teacher Education; Educational History; Mathematics Education; Educational Practices; Secondary Education; Mathematical Logic; Foreign Countries; Teaching Methods; mathematics teacher education; history of mathematics; Euclid's Elements; Pythagorean theorem; problematization; group discussion; manipulative materials; measurement; high school mathematics teaching
- Temas
- Formação de Professores de Matemática, Geometria, História da Matemática
- DOI
- 10.1007/s11858-022-01439-2
- ISSN
- 1863-9690, 1615-679X, 1863-9704
- Acesso
- Acesso restrito
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MOUSTAPHA-CORRÊA, Bruna; BERNARDES, Aline; GIRALDO, Victor Augusto. ZIZO: A History-Based Approach to Mathematics Teacher Education. ZDM: Mathematics Education, v. 54, n. 7, p. 1537-1552, 2022. DOI: https://doi.org/10.1007/s11858-022-01439-2.
APA
Moustapha-Corrêa, B., Bernardes, A., & Giraldo, V. A. (2022). ZIZO: A History-Based Approach to Mathematics Teacher Education. ZDM: Mathematics Education, 54(7), 1537-1552. https://doi.org/10.1007/s11858-022-01439-2
BibTeX
@article{moustaphacorrea2022,
author = {Moustapha-Corrêa, Bruna and Bernardes, Aline and Giraldo, Victor Augusto},
title = {ZIZO: A History-Based Approach to Mathematics Teacher Education},
year = {2022},
journal = {ZDM: Mathematics Education},
volume = {54},
number = {7},
pages = {1537-1552},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11858-022-01439-2},
language = {en}
}RIS
TY - JOUR AU - Moustapha-Corrêa, Bruna AU - Bernardes, Aline AU - Giraldo, Victor Augusto TI - ZIZO: A History-Based Approach to Mathematics Teacher Education PY - 2022 JO - ZDM: Mathematics Education VL - 54 IS - 7 SP - 1537 EP - 1552 DO - 10.1007/s11858-022-01439-2 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.
-
Kuhn's Epistemology and its Contributions to Understanding the Process of Knowledge Construction and Mathematics Teaching
Acta Scientiae, v. 27, n. 1 · DOI 10.17648/acta.scientiae.8203
-
Histórias de Validação em Geometria: Relato de Experiência e Reflexões sobre a Formação Docente
Intermaths, v. 6, n. 1 · DOI 10.22481/intermaths.v6i1.17590
-
OS CONHECIMENTOS GEOMÉTRICOS A PARTIR DA FABRICAÇÃO, DA GRADUAÇÃO E DO USO DO BÁCULO DE LEONARD DIGGES SOB O OLHAR DE PROFESSORES DE MATEMÁTICA EM EXERCÍCIO
Revista de Geopolítica, v. 16, n. 5 · DOI 10.56238/revgeov16n5-283
Download disponível Baixar PDF na fonte: OS CONHECIMENTOS GEOMÉTRICOS A PARTIR DA FABRICAÇÃO, DA GRADUAÇÃO E DO USO DO BÁCULO DE LEONARD DIGGES SOB O OLHAR DE PROFESSORES DE MATEMÁTICA EM EXERCÍCIO (abre em nova aba) Acessar texto completo: OS CONHECIMENTOS GEOMÉTRICOS A PARTIR DA FABRICAÇÃO, DA GRADUAÇÃO E DO USO DO BÁCULO DE LEONARD DIGGES SOB O OLHAR DE PROFESSORES DE MATEMÁTICA EM EXERCÍCIO (abre em nova aba) -
Uma visão histórica sobre a produção em educação matemática no RS
Anais - Seminário Nacional de História da Matemática
-
A Proposição 1 de Arquimedes na formação de professores indígenas de Matemática
Revista Paranaense de Educação matemática, v. 13, n. 31 · DOI 10.33871/rpem.2024.13.31.9259