Conceitualização de recursos como um tema para a formação de professores
DOI:
https://doi.org/10.69906/GEPEM.2176-2988.2020.444Palavras-chave:
Formação de professores, Recursos, Conceituação, ExemplosResumo
Neste artigo, eu examino recursos e seus usos na matemática escolar. Eu o faço da perspectiva da matemática da formação de professores e com uma visão para a prática da matemática escolar. Defendo que a eficácia dos recursos para o ensino de matemática está no seu uso, ou seja, no contexto de ensino e aprendizagem da sala de aula. O argumento gira em torno da matemática escolar como uma prática híbrida e em torno da transparência dos recursos em uso. Esses conceitos são elaborados a partir de exemplos de recursos usados em um projeto de pesquisa de formação de professores em serviço na África do Sul. Proponho que a matemática da formação de professores precisa dar mais atenção aos recursos, no que eles são e como eles funcionam como uma extensão do professor na prática da matemática escolar. Ao fazê-lo, o texto fornece uma linguagem com a qual os formadores de professores de matemática e os professores de matemática podem investigar o uso que os professores podem fazer dos recursos para apoiar a aprendizagem matemática em contextos específicos e diversificados.
Referências
Adler, J. (1996). Secondary teachers’ knowledge of the dynamics of teaching and learning mathematics in multilingual classrooms. Unpublished doctoral dissertation, University of the Witwatersrand, Johannesburg, South Africa.
Adler, J. (1998a). Resources as a verb: Recontextualising resources in and for school mathematics practice. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group of the Psychology of Mathematics Education, Vol. 1 (1–18). Stellenbosch, South Africa: University of Stellenbosch.
Adler, J. (1998b). Lights and limits: Recontextualising Lave and Wenger to theorise knowledge of teaching and of learning school mathematics. In A. Watson, (Ed.), Situated cognition and the learning of mathematics (161–177). Oxford, UK: Centre for Mathematics Education Research, University of Oxford.
Adler, J. (1999). The dilemma of transparency: Seeing and seeing through talk in the mathematics classroom. Journal of Research in Mathematics Education, 30, 47–64.
Adler, J. (forthcoming). Re-sourcing practice and equity: A dual challenge for mathematics education. In B. Atweh (Ed.), Social and cultural dimensions of mathematics education. Mahwah, NJ: Lawrence Erlbaum.
Adler, J., Lelliott, T., Slonimsky, L., Bapoo, A., Brodie, K., Reed, Y., Setati, K., Mphunyane, M., Nyabanyaba, T., van Voore, M. & Davis, H. (1997). A baseline study: teaching and learning practices of primary and secondary mathematics, science and English language teachers enrolled in the Wits Further Diploma in Education (Report). Johannesburg, South Africa: University of the Witwatersrand.
Adler, J., Lelliott, T., Reed, Y., Bapoo, A., Brodie, K., Dikgomo, T., Nyabanyaba, T., Roman, A., Setati, K., Slonimsky, L., Davis, H. & DeWet, H. (1998). Mixed-mode FDEs and their effects: an interim report on the teaching and learning practices of primary and secondary mathematics, science and English language teachers enrolled in the Wits Further Diploma in Education (Report). Johannesburg, South Africa: University of the Witwatersrand.
Adler, J., Bapoo, A., Brodie, K., Davis, H., Dikgomo, P., Lelliott, T., Nyabanyaba, T., Reed, Y., Setati, K. & Slonimsky, L. (1999). Mixed-mode further diplomas and the effects: Summary report on major findings of a three year research project. Johannesburg, South Africa:
University of the Witwatersrand.
Baker, C. (1993). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters LTD.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis.
Black, P. & Atkin, J.M. (Eds.) (1996). Changing the subject: Innovations in science, mathematics and technology education. London: Routledge.
Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex and setting. Buckingham, UK: Open University Press.
Bot, M. (1997). School register of needs: A provincial comparison of school facilities, 1996.
Edusource Data News, 17. Johannisburg, South Africa: Edusource.
Brodie, K. (1995, July). Peer interaction and the development of mathematical knowledge. In L. Meira & D. Carraher (Eds.), Proceedings of the 19th International Conference for the Psychology of Mathematics Education (Vol. 1, 16–223). Recife, Brazil: Universidade Federal de Pernambuco.
Christiansen, I.M. (1997). When negotiation of meaning is also negotiation of task. Educational Studies in Mathematics, 34, 1–25.
Clarke, B., Clarke, D. & Sullivan, P. (1996). The mathematics teacher and curriculum development. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (1207–1234). Dordrecht, The Netherlands: Kluwer.
Confrey, J. (1994). A theory of intellectual development (Part 1). For the Learning of Mathematics, 14(3), 2–8.
Confrey, J. (1995a). A theory of intellectual development (Part 2). For the Learning of Mathematics, 15(1), 38–48.
Confrey, J. (1995b). A theory of intellectual development (Part 3). For the Learning of Mathematics, 15(2), 36–45.
Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890–1990 (2nd. ed.). New York: Teachers’ College Press.
De Lange, J. (1996). Using and applying mathematics in education. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (49–98). Dordrecht, The Netherlands: Kluwer.
Forman, E.A. (1996). Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform. In L.P. Steffe, P. Nesher, P. Cobb, G. Goldin & B. Greer (Eds.), Theories of mathematical learning (115–130). Mahwah, NJ: Lawrence Erlbaum.
Gerdes, P. (1996). Ethnomathematics and mathematics education. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (1207–1234). Dordrecht, The Netherlands: Kluwer.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern world. London: Cassell.
Jaworski, B. (1994). Investigating mathematics teaching. London: Falmer Press. Jita, L. (1998). Resources for transforming science teaching in schools in Africa. In J.C. Hubert, A. Miller & T. Moja (Eds.), Education Africa Forum (2nd. ed., 52–55). Pinegowrie, South Africa: Education Africa.
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge,UK: Cambridge University Press.
Love, E. & Pimm, D. (1996). “This is so”: A test on texts. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (1207–1234). Dordrecht, The Netherlands: Kluwer.
Meira, L. (1995). Mediation by tools in the mathematics classroom. In L. Meira & D. Carraher (Eds.), Proceedings of the 19th international conference for the Psychology of Mathematics Education (Vol. 1, 102–111). Recife, Brazil: Universidade Federal de Pernambuco.
Muller, J. & Taylor, N. (1995). Schooling and everyday life: Knowledges sacred and profane. Social Epistemology, 9, 257–275.
Restivo, S. (1994) The social life of mathematics. In P. Ernest (Ed.), Mathematics, education and philosophy: An international perspective (209–220). London: Falmer Press.
Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education, 1, 55–87.
Sedibe, K. (1998). Class size and pupil achievement: a literature survey. In Joint Education Trust (JET). President’s education initiative. Appendix C. Johannesburg, South Africa: JET/DANIDA.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
