Navegando por Autor "CARNEIRO, Vera Clotilde"

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    Mudanças na formação de professores de matemática: um estudo de caso (Primeira Parte: p.81-89)
    (2000) CARNEIRO, Vera Clotilde
    Changes in Mathematics teacher education: a case study. This article resumes a case study on Teaching Credential in Mathematics of the Federal University of Rio Grade do Sul (UFRGS),considered a striking example of a moment of change in teacher’ identity and their education, within the national scenery. Based on Michel Foucault’s theory, concepts such as rupture, knowledge, truth and power, subjectization, self-care and existential ethics are applied from a varied data base composed of formal documents to short oral cases and stories The status change inside the institution, and new ways of conducting researches at the University are in its origins, when activities related to teaching and educating new teacher become a research object, identified with Mathematics Education.
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    Mudanças na formação de professores de matemática: um estudo de caso (Segunda Parte: p.100-116)
    (2000) CARNEIRO, Vera Clotilde
    Changes in Mathematics teacher education: a case study. This article resumes a case study on Teaching Credential in Mathematics of the Federal University of Rio Grade do Sul (UFRGS),considered a striking example of a moment of change in teacher’ identity and their education, within the national scenery. Based on Michel Foucault’s theory, concepts such as rupture, knowledge, truth and power, subjectization, self-care and existential ethics are applied from a varied data base composed of formal documents to short oral cases and stories The status change inside the institution, and new ways of conducting researches at the University are in its origins, when activities related to teaching and educating new teacher become a research object, identified with Mathematics Education.
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    Professora de matemática iniciante: uma visão da docência como profissão
    (1997) CARNEIRO, Vera Clotilde
    This paper intends to assist the debate on teaching professionalization, from the perceptions of Ana - a young and just graduated math teacher- on her options, values and knowledge constructed during her training . Discussing Ana's history allows us to approach some questions which can contributes to understanding the professionalization, such as feminine characteristics of teaching, pedagogical content knowledge , moral and work's awareness. On this critical moment of Brazilian education, it seems to be usual incriminating and devaluating teachers and teaching education because of the failure on learning, in special , on mathematics. This work wants to remind that many preservice courses are making efforts to renew curricula,in order to educate new teachers with new Mathematics Education conceptions. These persons deserve honor and confidence to show their potentials for changing reality
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    Reconstrução de conceitos: o uso de disparadores no estudo de funções
    (1995) CARNEIRO, Vera Clotilde
    This paper reports to na experience on teachig the basic pré-calculus concepts to future mathematics teacher on the beginning of their course. The intention was to (re)construct these concepts in a justified manner. In order to do that we propose application problems, called “teaching shootigs”, that could be solved by the own students based on their previous knowledge and were used to introduce new themes. Simultaneously we relate the usage of parallel didactics recourses to favor the student’s interest and participation, such as visits to other science laboratories an libraries, enterviews with other areas professionals, use of computational softwares, concrete materials ad games, oral and visual public expositions etc. Here we explain how the experience was built and grew up inside the classroom as consequence of the diary observations ad from the answers ad mistakes analysis. It had a good result not only because the amount of subjects learned but also because the contribution given to this future teacher apprendiceship, which can help him to be dynamic, creative and interdisciplinarian mathematics teacher.