The specialized knowledge of the mathematics teacher in a book by the early education teacher
This study aims to identify and analyze which knowledge components belonging to the Specialized Mathematics Teacher Knowledge (MTSK) can be mobilized by teachers when they read the guidelines and develop pedagogical practices in a Teacher's Book for Early Childhood Education of the National Tex...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | español |
| OAI Identifier: | oai:www.seer.ufal.br:article/16047 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/16047 |
| Access Level: | acceso abierto |
| Palabra clave: | Libro del profesor Formación de profesores Enseñanza y aprendizaje de las matemáticas Teacher's book Teacher training Mathematics learning |
| Sumario: | This study aims to identify and analyze which knowledge components belonging to the Specialized Mathematics Teacher Knowledge (MTSK) can be mobilized by teachers when they read the guidelines and develop pedagogical practices in a Teacher's Book for Early Childhood Education of the National Textbook Program [Plano Nacional do Livro Didático] 2019. Therefore, a qualitative approach proved to be more suitable, as in the field of Mathematics Education, it has been gaining significant prominence, as pointed by Borba (2004). In view of the analysis, knowledge within the domain of Mathematical Knowledge (MK) was less explored in the book. In counterpart, the domain of Pedagogical Content Knowledge (PCK) stands out in the material. Thus, there are still gaps that need to be addressed, as certain knowledge areas are not explored by the Book. |
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