Oportunidades de aprendizagem vivenciadas por professores ao discutir coletivamente uma aula sobre padrões e regularidades

Alessandro Jacques  Ribeiro; Marcia  Aguiar; André Luis  Trevisan

doi:10.48489/quadrante.23010

Authors

Alessandro Jacques Ribeiro Universidade Federal do ABC (UFABC), Brazil https://orcid.org/0000-0001-9647-0274
Marcia Aguiar Universidade Federal do ABC (UFABC), Brazil https://orcid.org/0000-0001-5824-0697
André Luis Trevisan Universidade Tecnológica Federal do Paraná (UTFPR), Brazil https://orcid.org/0000-0001-8732-1912

DOI:

https://doi.org/10.48489/quadrante.23010

Keywords:

in-service teacher education, learning opportunities, mathematics teachers’ learning, collective discussions, teaching of algebra, patterns and regularities

Abstract

In this paper, the results of a research that aims to identify and understand how professional learning opportunities emerge when teachers collectively discuss and analyze a lesson involving patterns and regularities in basic school are presented. The study was developed from the perspective of a qualitative-interpretative research and data analyzed consists of protocols for the resolution of formative tasks, audios and videos collected during the teacher education process for in-service teachers. The results of the study show that professional learning tasks enable teachers to discuss students' and teaching knowledge about patterns and regularities. It was observed that the format of these tasks, containing records of practice, combined with the actions of teacher educators during collective discussions, favored the participants to differentiate and understand the students' reasoning processes, such as the use of tabular representation in understanding algebraic thinking. Finally, the relevance of the learning opportunities that teachers experienced when they validated and rethought, together with the class teacher herself, the choices and decisions made by her during her class was also identified.

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