Navegando por Autor "FIORENTINI, Dario"
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- ItemAnálise das ênfases formativas de mestrados profissionais destinados a professores de matemática(2018) LOSANO, Ana Leticia; FIORENTINI, DarioNowadays, professional masters programs constitute an important and varied formative possibility inside Higher Education for in-service teachers. Since its origins, Professional Masters programs have been at the center of several debates. A particularly important point concerning those debates is the discussion about the ways of organizing the curriculum (its structure and dynamics as well as the relations between teachingand research) that better articulate the program with the practice of teaching in the school. In order to contribute to these debates, this articleaims at describing and analyzing the ways in whichthe teacher is conceived and the formative emphasisof four professional masters programs directed to mathematics teachersin the São Paulo state. Using a qualitative methodology, we present a documentary analysis of diverse official documents producedand made availablebythefourprograms.The results show that, although they are directed to mathematics teachers, the four programs conceive the teacher differently and establish different levels of articulation between the formative activities organized by the program and the teaching practice in the school.
- ItemAnálise das ênfases formativas de mestrados profissionais destinados a professores de matemática(2018) LOSANO, Ana Leticia; FIORENTINI, DarioNowadays, professional masters programs constitute an important and varied formative possibility inside Higher Education for in-service teachers. Since its origins, Professional Masters programs have been at the center of several debates. A particularly important point concerning those debates is the discussion about the ways of organizing the curriculum (its structure and dynamics as well as the relations between teachingand research) that better articulate the program with the practice of teaching in the school. In order to contribute to these debates, this articleaims at describing and analyzing the ways in whichthe teacher is conceived and the formative emphasisof four professional masters programs directed to mathematics teachersin the São Paulo state. Using a qualitative methodology, we present a documentary analysis of diverse official documents producedand made availablebythefourprograms.The results show that, although they are directed to mathematics teachers, the four programs conceive the teacher differently and establish different levels of articulation between the formative activities organized by the program and the teaching practice in the school.
- ItemCenas de uma aula de álgebra: produzindo e negociando significados para "a coisa"(1997) PINTO, Ranata Anastacio; FIORENTINI, DarioThis paper intends to analyze, from a semiotic, epistemological and pedagogical point of view, the meanings produced and negotiated in a math class of the 7th grade when the teacher and her pupils conduct an algebraic activity. The analysis, regarding the communication/meaning process, is founded theoretically on Vygotsky and Bakhtin. With respect to the didactic and epistemological aspects, the analysis is founded on Bachelard e Brousseau. This study shows that when the teacher and pupils try to produce/negotiate meanings for algebraic representations, they are likely to produce "polyssemies" (multiplicity of meanings) for words, such as, in the case, "square" and "thing", that may generate didactic, epistemological or verbal obstacles
- ItemFormação docente em matemática para os primeiros anos da escolarização:estudo comparativo Brasil-Portugal(2021) CASTRO, Franciana Carneiro de; FIORENTINI, DarioThis article aims to carry out a comparative study on the initial training of teachers for the first years of schooling, between Brazil and Portugal, with an analytical focus on professional knowledge for the teaching of mathematics. The first material of analysis was the current legislation of the two countries, having as an initial milestone, in Brazil, the LDB/1996 and, in Portugal, the Bologna Declaration/1999. Next, the Pedagogical Projects of the Pedagogy Course in 40 Brazilian public institutions and, in Portugal, the Study Plans of 1st Cycle Degrees and the respective Professional Masters from nine public institutions. In the analysis of this material, in addition to the course workload for mathematical training, the nomenclature of the subjects in this area and their menus were highlighted. For analysis of the menus, two corpora textuais (Brazilian and Portuguese context) were constituted, presenting, with IraMuTeq software, a hierarchical classification descending from the class distribution, having as reference a literature about professional knowledge to teach mathematics. The results show that the didactic load destined to the formation of knowledge necessary to teach Mathematics in the first years of schooling, in Portugal, is almost ten times higher than in Brazil. And what is taught in Brazil in relation to the specialized training of the future teacher with a degree in Pedagogy is not always focused on the teaching content of that level, and may be restricted only to numbers and operations, leaving aside: geometry and measurements, algebra and statistics and probability, for example.
- ItemFormação profissional de professores de matemática em serviço e políticas públicas(2009) REIS, Maria Elídia Teixeira; FIORENTINI, DarioThis paper reports a research that had as aim to identify and analyze the contributions and limitations of an emergencial course of Mathematics Teacher Education (CMTE) for in-service teacher education. For that, a study qualitative case of a CMTE class, inside of the "Goiás State" was accomplished. The analysis material is constituted from documents related to the project of CMTE, of registrations of observation of teacher-student's classes and of student-teachers' opinions collected starting from questionnaires and interviews. Besides discussing the teacher education in face of the Brazilian public policies, this paper reports a student-teacher's case that pointed and evidenced contributions and limitations of his professional education, mainly related to his professional knowledge and his school practices in geometry.
- ItemMemória e análise da pesquisa acadêmica em educação matemática no Brasil: o Banco de Teses do CEMPEM/FE/UNICAMP(1993) FIORENTINI, DarioThe main objective of this article is to disclose to the educators researchers in Mathematics Education the "BANCO DE TESES EDUMAT". which has been organized by CEMPEM at the Faculty of Education at UNICAMP.
- ItemModos de conceituar e investigar a identidade profissional docente nas revisões de literatura(2022) MEYER, Cristina; LOSANO, Leticia; FIORENTINI, DarioDiversos estudos que revisaram a literatura nacional e internacional sobre identidade de estudantes e professores foram realizados nos últimos cinco anos para analisar como pesquisadores do campo da educação matemática têm usado este conceito. Neste artigo, realizou-se uma revisão sistemática do tipo metassíntese das cinco principais revisões de literatura sobre este tema publicadas nas duas últimas décadas, dentro e fora do Brasil. Seu objetivo é compreender e discutir múltiplas perspectivas e conceitualizações da identidade profissional docente e suas implicações para a pesquisa desta área de investigação. O processo de revisão de revisões sistemáticas deu-se mediante fichamento e síntese interpretativa de cada estudo para, ao final, discutir e elaborar uma síntese integrativa das sínteses interpretativas produzidas. Os resultados evidenciam que conceitualizações de identidade se desenvolveram em um movimento pendular que oscila entre as dimensões do sujeito e do contexto social e caminham em direção à inter-relação entre elas. Foram apontados problemas teórico-metodológicos em pesquisas da área que ainda constituem um desafio à construção de conceitualizações mais operacionais. Entende-se que conceituar identidade de forma consistente e operacional quanto às perspectivas assumidas e às metodologias de análise desenvolvidas é um caminho em construção e um desafio a ser enfrentado pelo campo de estudo da identidade profissional. O estudo dos múltiplos modos de conceituar e investigar a identidade, além de problematizar uma questão epistemológica importante, fornece lentes ou ferramentas teóricas úteis para analisar e compreender a complexidade de quem é e como se constitui o professor que atua nas escolas, sobretudo o de matemática.
- ItemRessonâncias e dissonâncias do movimento pendular entre álgebra e geometria no currículo escolar brasileiro(1993) MIORIM, Maria Ângela; MIGUEL, Antonio; FIORENTINI, DarioThe article "ALGEBRA or geometry where the pendulum?", By our author, published in Revista Pro-posiçåes, vol.3. No. 1 (7), March 1992 (pp.39-54). raised, by some colleagues who work in the area of Mathematical Education, valuable considerations that, certainly, contribute to the deepening of the researches that we are developing. there is already some ground, about the teaching of elementary.
- ItemRessonâncias e dissonâncias do movimento pendular entre álgebra e geometria no currículo escolar brasileiro(1993) MIORIM, Maria Ângela; MIGUEL, Antonio; FIORENTINI, DarioThe article "ALGEBRA or geometry where the pendulum?", By our author, published in Revista Pro-posiçåes, vol.3. No. 1 (7), March 1992 (pp.39-54). raised, by some colleagues who work in the area of Mathematical Education, valuable considerations that, certainly, contribute to the deepening of the researches that we are developing. there is already some ground, about the teaching of elementary.