Celi Espasandin Lopes

Educação estatística no curso de licenciatura em matemática

This article presents a discussion on Statistics courses in undergraduate education of future math teachers who will work at the elementary school level. It aims to discuss the theoretical and methodological development of this course in teacher education based on the internship experience in statistics courses offered in the second semester of 2008 at the University of Georgia. The proposal of the course is based on the conception that statistics is a science of data analysis and cannot be addressed in a teacher education program as part of applied mathematics. The methodological development of the course focuses on problem solving and the use of technological resources. The results show that the proposed learning activities in the course promote the development of statistical thinking of future mathematics teachers and helps them in their perception regarding the work to be carried out with future students. It is also worth noting the importance of the interaction of future teachers with in-service teachers during the classes.

Professional development shaping teacher agency and creative insubordination

Este artigo objetiva discutir os atos de insubordinacao criativa revelados em narrativas de quatro professoras de matematica participantes de um curso de especializacao intitulado Teaching Mathematics in the Early Grades, que contribuiu para o seu desenvolvimento profissional. O curso provocou agencia e atos de insubordinacao criativa por parte das professoras. A natureza colaborativa do curso, as reflexoes e as deliberacoes sobre estrategias de ensino alternativas e registros de processos da aprendizagem proporcionaram confianca e autoeficacia necessarias para suas praticas e seus atos de insubordinacao criativa.

O ler e o escrever na construção do conhecimento matemático no Ensino Médio

The main goal of this study was to investigate the utilization of different strategies of reading and writing in mathematics teaching at the high school level, and of instruments the students could use to externalize their perceptions during the teaching and learning process. A qualitative research methodology was used, with interpretative analysis of the activities and the proposed instruments, which were organized in a Portfolio Book. The formulation and the application of the research, as well as the analysis of the results and the conclusions, were based on Vygotskys historical-cultural approach and on other studies regarding mathematical language and the utilization of reading and writing in mathematics classes. The categories that emerged from the analysis of the data were the construction of mathematical knowledge, semantics of the mathematical terms, values and the potentiality of the activities. Considering all the categories, the results indicate that the process can make the relationship among teacher and students more interactive and effective for the construction of mathematical knowledge.