Percepção profissional de futuros professores sobre o pensamento algébrico dos alunos na exploração de um caso multimídia

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

“…The results showed that oral evidence of student thinking was more considered than non-verbal evidence. To advance beyond a general analysis by the PTs limited access to teachers' actions, several studies report the selection of short video excerpts focused especially on students' mathematical thinking (Jacobs et al, 2010;Rodrigues et al, 2019;Sherin & van Es, 2009). In some cases, PTs were able to identify mathematical elements in use by students nevertheless they mobilized them in a limited way to interpret students' understanding (Cabral et al, 2021;Callejo & Zapatera, 2017;Shin, 2019).…”

Preservice Teachers’ Mathematical Knowledge about Repeating Patterns and their Ability to Notice Preschoolers Algebraic Thinking

“…Despite its importance for teaching practices, the noticing ability is not innate to teachers (Ivars et al, 2020;Jacobs et al, 2018), so initial teacher education has been seeking to provide PTs with contact with students' work through means such as the analysis of classroom videos (Rodrigues et al, 2019;Walkoe et al, 2020). Several studies seek to investigate how the MK relates to the PTs ability to notice the children's thinking, and the results have shown that, although the MK is important, it is not enough, especially regarding the interpretation of children's thinking (Buforn et al, 2020;Callejo & Zapatera, 2017;Jacobs et al, 2010;Llinares, 2019).…”

“…About the noticing capacity in the context of algebraic thinking and, in particular, in the context of sequences, some studies have focused on the development of the components of identification and interpretation of the children's thinking. Besides the perception that these two components are related, there seems to be a consensus that interpretation is a more complex process for PTs (Callejo & Zapatera, 2017;Llinares;Rodrigues et al, 2019).…”

“…The data analysis categories related to the ability to notice children's algebraic thinking (Table 2) result from the crossing of the dimensions of functional thinking in the context of the RPs, assumed in Table 1, and the two dimensions of noticing described in the literature, i.e., describing and interpreting (Callejo & Zapatera, 2017;Jacobs et al, 2010;Rodrigues et al, 2019;Walkoe et al, 2020). In general, describing corresponds to the identification of the relevant mathematical aspects present in the students' resolutions/interventions and in their strategies (Jacobs et al, 2010) associated with the recognition of the essential mathematical elements of the students' productions and/or interventions, with retelling and explaining the aspects that attract attention (Estapa et al, 2018, Ivars et al, 2020Walkoe et al, 2020).…”

Visão profissional de estudantes de Pedagogia na análise de episódios de aula de matemática na perspectiva do ensino exploratório

“…A análise de práticas de sala de aula é apontada como uma estratégia de desenvolver e mobilizar conhecimentos profissionais de (futuros) professores (BALL, 1993;RICH;HANNAFIN, 2009;SIMON, 1995). A utilização de casos multimídias, mais especificamente a mídia vídeo, em contextos formativos, se apresenta como um recurso potencial para superar a falta de conexão entre a prática e a abordagem teórica do conhecimento do professor, e apoiar essa análise, fomentando reflexão, discussão e aprendizagens profissionais e, assim, promover entendimentos e significados relativos a aspectos da visão profissional de (futuros) Professores que Ensinam Matemática (PEM) (OLIVEIRA; CYRINO, 2013;RICH;HANNAFIN, 2009;CYRINO;OLIVEIRA, 2018OLIVEIRA, , 2019; SHERIN; VAN ES, 2005).…”