O presente estudo procurou compreender como duas professoras, Leonor de inglês e Ilda de matemática, implementam práticas avaliativas capazes de apoiar a aprendizagem dos seus alunos. Seguindo uma metodologia de natureza interpretativa, optámos pelo design de estudo de caso. A recolha de dados recorreu à observação de aulas e a entrevistas às professoras e a grupos focais de alunos, com registo áudio. A análise de dados seguiu a análise de conteúdo. Embora em disciplinas muito distintas, ambas as professoras apoiam os seus alunos com uma prática de avaliação formativa, assente numa abordagem positiva do erro que constitui uma fonte promissora para a atribuição de feedback.
A teaching practice consistent with the development of students' mathematical reasoning requires teachers to hold a profound understanding of mathematical reasoning. The aim of this research is to study the development of middle and secondary mathematics teachers' understanding about the processes of generalizing and justifying in a professional development course. Data collection included observation of the course sessions, with video recordings, and document collection of teachers' and their students' productions. A qualitative in-depth analysis was carried out focusing on the ways and complexity of generalizing identified by the teachers. The results indicate that teachers progressively focus their attention on these reasoning processes, identifying and characterizing them. The way the course was designed and enacted appears to have contributed to enable the teachers to deepen their understanding of two central mathematical reasoning processes, generalizing and justifying, in addition to their ability to foster and identify such processes in the work with their students.
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