Palavras-chave
Como Citar
Resumo
A prática lectiva é potenciada e condicionada por um conjunto de dimensões entre as quais se encontram as cognições do professor (objectivos, crenças e conhecimentos). Todas estas cognições do professor interferem directamente no processo de ensino, porém, quando leccionamos uma aula de matemática os conhecimentos do professor, face aos conteúdos, sua natureza e forma como os pode tornar perceptíveis para os alunos assumem um papel de relevo, pois, se o professor não for possuidor de um sólido e consistente Mathematical Knowledge for Teaching, as possíveis lacunas que possua transparecem nas oportunidades de aprender que efectiva aos seus alunos.
Este artigo apresenta um modelo de análise da prática lectiva, evidenciado através da prática de uma professora do 1.º Ciclo, discutindo as relações entre as componentes de tal modelo num episódio em que a professora tem por objectivo (declarado a posteriori) consolidar a interpretação/”inferência” de dados a partir de um pictograma anteriormente elaborado. Após a apresentação teórica do modelo, e uma sua concretização no episódio referido, discutem-se algumas potencialidades da realização deste tipo de análise e discussão na formação inicial e/ou contínua de professores de forma a trazer para as discussões aspectos matemáticos e do seu ensino e não se focarem apenas questões de natureza educativa em geral.
Palavras-chave
The importance of mathematical content knowledge to a teacher’s practice: discussing a model for analysis
Abstract
Teacher practice depends on a set of dimensions, including teachers’ cognitions (goals, beliefs and knowledge). They all have a direct interference with the teaching process, but, when teaching mathematics, teacher knowledge concerning the content, as well as its nature and how a teacher can make it understandable for students, play an important role in practice. If a teacher does not have solid and consistent mathematical knowledge for teaching, the gaps he/she may present will be reflected in students’ learning.
This paper presents a model to analyze teaching practice, through an example from a primary school teacher’s practice. The relationships between the dimensions of such model are discussed in an episode in which the teacher explicitly intended to consolidate the interpretation/inference of data from a previously elaborated pictogram. After presenting the model theoretically and in practice, some potentialities of this kind of analysis in teacher education are discussed. This is a way of focusing (and showing teachers) mathematical aspects of their practice, rather that just issues of educational nature in general.
Keywords
Modeling teacher practice; cognitions; mathematical knowledge for teaching.
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