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Featured researches published by Ana Cristina Ferreira.


Bolema | 2013

O lugar da matemática na licenciatura em matemática

Plinio Cavalcanti Moreira; Ana Cristina Ferreira

This text, written primarily as a reference for discussion regarding the place of mathematics in prospective mathematics teacher education, in GT19 of the 35a Annual Meeting of ANPED (Brazil), consists of three sections. In the first, we raise a few possibilities regarding how to approach this theme; we stress its richness and breadth while arguing that the appropriate place for mathematics in mathematics teacher education must be considered simultaneously with the place of other kinds of schoolteacher professional knowledge. In the second section, we provide a synthesis of the perspectives presented in four papers, written as contributions to the debate that took place in the meeting. Finally, in the third section, we outline a theoretical framework that serves as the basis for situating the fundamental ideas in the development of the debate on the theme over the past three decades. Based on the framework, we also provide some considerations on the perspectives presented in the summarized works.


Archive | 2018

Mathematics Teacher Education: Synthesis and Perspectives of Research Developed in Brazil

Ana Cristina Ferreira; Cármen Lúcia Brancaglion Passos; Márcia Cristina de Costa Trindade Cyrino

This chapter considers projects developed by the working group on teacher education of the Brazilian Society of Mathematics Education and discussed at the sixth International Seminar of Mathematics Education. Twenty-six projects were presented in four areas of focus: teacher education in the initial stages of elementary education; knowledge necessary for teaching; narratives and texts enunciated by (future) teachers; education practices and practices of teacher educators. Initially we present briefly the projects, and, at the end of each focus area, we produce a synthesis looking for interconnections between the projects and international literature. We identified a multiplicity of focus points and methodological approaches, but also some fragilities and gaps. Our analysis indicates that some themes have been recurrent since the working group was founded in 2000 although with some theoretical references updated and expanded; others are emerging, such as concept study, and others remain absent, such as teacher professionalisation processes. Finally, we point out some particularities of the Brazilian studies that reveal involvement between the Brazilian scientific community and trends that mark the important practices of teacher education and the education of teacher educator.


Archive | 2002

Formação de professores que ensinam matemática : um balanço de 25 anos de pesquisa brasileira.

Dario Fiorentini; Ana Cristina Ferreira; Celi Spasandin Lopes; Maria Teresa Menezes Freitas; Rosana Miskulin


Zetetike | 2017

O professor que ensina Matemática como foco de estudo em mestrados profissionais brasileiros

Ana Cristina Ferreira; Ana Teresa de Carvalho Correa de Oliveira; Cirléia Pereira Barbosa


Ensino e Tecnologia em Revista | 2017

Educação Matemática Inclusiva e Saberes Docentes em um curso de extensão: o caso de Júlia

Ana Cristina Ferreira; Viviane Cristiane Costa


Educação Matemática Debate | 2017

Formação de professores para a inclusão de alunos com deficiência visual nas aulas de Matemática: análise de um curso de extensão

Marileny Aparecida Martins; Ana Cristina Ferreira


Archive | 2013

O Lugar da Matemática na Licenciatura em Matemática The Place of Mathematics in Prospective Mathematics Teacher Education

Plinio Cavalcanti Moreira; Ana Cristina Ferreira


Archive | 2013

Saberes profissionais e pensamento geométrico : o caso de uma professora dos anos iniciais do Ensino Fundamental.

Ana Cristina Ferreira; Cirléia Pereira Barbosa


Boletim GEPEM | 2013

Mobilizando o pensamento geométrico em um grupo de estudos: o caso da professora Vanda

Cirléia Pereira Barbosa; Ana Cristina Ferreira


Acta Scientiae | 2013

Saberes Profissionais e Pensamento Geométrico: o Caso de uma Professora dos Anos Iniciais do Ensino Fundamental / Professional Knowledge and Geometric Thinking: the Case of a Primary School Teacher

Ana Cristina Ferreira; Cirléia Pereira Barbosa

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Cirléia Pereira Barbosa

Instituto Federal de Minas Gerais

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Alessandra Pereira da Silva

Universidade Federal de Ouro Preto

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Plinio Cavalcanti Moreira

Universidade Federal de Ouro Preto

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Marileny Aparecida Martins

Universidade Federal de Ouro Preto

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