NEW TEACHERS AND THE TEACHING OF MATHEMATICAL CONCEPTS

Authors

  • Maévi Anabel Nono Unesp
  • Maria da Graça Nicoletti Mizukami Unesp

Keywords:

Teaching case study, New teachers, Continuing education.

Abstract

In this article, we present part of the results obtained in a study aimed at investigating training and investigative possibilities of cases of teaching in processes of teachers’ professional development (NONO, 2005). In this research, which was carried out during the period 2001-2005, four new Infant and Elementary School teachers analyzed five teaching cases and constructed a teaching case based on school situations they had experienced during their careers. Teaching cases have proven appropriate for use in teacher training, and for researching teacher’s learning process. In this article, we highlight knowledge about the teaching of mathematical contents shown by the new teachers, by analyzing a case of a Mathematics teaching situation. The results obtained indicate doubts, convictions, mistakes and contradictions that characterize their professional practice when teaching mathematical contents.

Author Biographies

Maévi Anabel Nono, Unesp

D

Maria da Graça Nicoletti Mizukami, Unesp

Docente do Programa de Pós-Graduação em Educação, Arte e História da Cultura – Universidade Presbiteriana Mackenzie/SP e do Programa de Pós- Graduação em Educação da UF de São Carlos/SP, área de concentração em Metodologia de Ensino. Atua em ensino (graduação e pósgraduação), pesquisa e extensão em Formação de Professores.

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Published

2009-03-23

Issue

Vol. 6 No. 2 (2006)

Section

Articles

License

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This work is licensed under a Creative Commons Attribution 4.0 International License.