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The development of prospective elementary school teachers’ knowledge in geometric measurement.
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Autores
Orientador(es)
Resumo(s)
There is a large agreement, based on empiric evidence, around the
idea that mathematics teaching should base on a deep knowledge of the
content (not just the amount of knowledge but also in the way it is organized)
and in a pedagogic knowledge of the content, understood as the way
teacher transforms the mathematical knowledge so that this can be taught
and understood by the students (e. g. Ball & Bass, 2003; Ball, Lubienski &
Mewborn, 2001; Hill, Rowan & Ball, 2005; Jaworski & Gellert, 2003; Kahan,
Cooper & Bethea, 2003; Ponte & Chapman, 2006; Shulman, 1986). This fact has
great implications in teachers' education, especially in elementary school
teachers, for which mathematics is a general requirement rather than a
specialized subject (Adler et al., 2005). In spite of the expectation that these
professionals will be able to provide quality instruction to their pupils, most of
them have poor prerequisites and low expectations towards mathematics.
Descrição
Palavras-chave
geometria ensino básico ensino da matemática
Contexto Educativo
Citação
Mestrinho, N. (2008). The Development of Prospective Elementary School Teachers’ Knowledge in Geometric Measurement. In B. Jaworski, D. Tirosh & P. Boero, Proceedings of the fourth Young European Researchers in Mathematics Education Summer School (YESS4) (pp. 144-147). Trabzon, Turquia: Karadeniz Technical University, Fatih Faculty of Education e European Society for Research in Mathematics Education.
Editora
Karadeniz Technical University, Fatih Faculty of Education e European Society for Research in Mathematics Education