Kindergarten and primary teacher’s specialized knowledge on the topic of division
Considering teachers’ knowledge plays a central role in their practice and on students’ learning, and as the division is one of the most problematic topic for teachers’ and students’, we focus our attention on the content of kindergarten and primary teachers’ specialized knowledge who participated o...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8661906 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661906 |
| Access Level: | acceso abierto |
| Palabra clave: | MTSK Division Kindergarten and primary school Teacher education Divisão Educação infantil e anos iniciais Formação de professores |
| Sumario: | Considering teachers’ knowledge plays a central role in their practice and on students’ learning, and as the division is one of the most problematic topic for teachers’ and students’, we focus our attention on the content of kindergarten and primary teachers’ specialized knowledge who participated of a teacher education program in Brazil, related to such topic. Data concerns teachers’ interactions when discussing a task and was analysed according to the Mathematics Teachers’ Specialized Knowledge perspective to characterize the content of such a knowledge on division. From the analysis, emerged a set of descriptors of teachers’ specialized knowledge related to concepts, procedures, properties, foundations and systems of representation in the scope of division. It contributes to improve the way teachers’ training programs are conceptualized, providing elements to intentionally implement effective instruments for the development of such a teacher’s knowledge. |
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