Palavras-chave
Conhecimento para ensinar
STEM
Hands-on
Ensino básico
Como Citar
Resumo
Este artigo pretende contribuir para a literatura apresentando novos desenvolvimentos sobre o conhecimento e práticas de professores do ensino básico que participaram num programa de desenvolvimento profissional com foco em atividades práticas hands-on relacionadas com as STEM (Science, Technology, Engineering and Mathematics). Este contexto de formação traz desafios acrescidos aos professores para inovarem as suas práticas em aula, nomeadamente as práticas de matemática relacionadas com as STEM. Em particular, procura-se investigar que conhecimento promove o desenvolvimento e a implementação de práticas de matemática interdisciplinares no âmbito do referido contexto. Com uma metodologia qualitativa de natureza interpretativa, e com base em dados recolhidos durante três anos letivos, conclui-se existir conhecimento especializado que é essencial para os professores conseguirem desenvolver e implementar práticas de matemática interdisciplinares em aula, o qual deve ser tido em conta, com vista à eficácia da formação dos professores.
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