Reflexão, conhecimento e práticas lectivas em Matemática num contexto de reforma curricular no 1º ciclo

Abstract

The main aspect of this article is the study of professional knowledge of three primary teachers, particularly their knowledge of mathematics and about mathematics, its relationship with classroom practice and its evolution during a colaborative work developed between the researcher and three teachers, with a strong support in reflection. The work was developd for an extended period and when teachers had to implement a new mathematics curriculum. The methodology is qualitative and interpretative. The data collection was based on classroom observations, interviews, fieldnotes and written documentation. Data analysis took place along with data collection and continued when all data was collected. The analytic procedure used was similar to the constant comparative method. The data suggested that through reflection, the work developed in group sessions, teachers and researcher, increased their mathematical knowledge, in particular their mathematics understanding, improved their relationship with mathematics and the way they could manage mathematical activities in classroom with pupils.