Isabel Cabrita

Didática da matemática em cursos de formação de educadores e professores

The Bologna Process aimed at restructuring European Higher Education, improving its quality training and standardization. However, these objectives have not been fulfilled, yet. The training of early childhood educators and primary school teachers is dissimilar, namely, in the skills demanded, the access to the courses and the degree requirements. We analyzed, specifically, the syllabuses of the courses, taking into account the didactics of mathematics. We concluded that these syllabuses differ greatly concerning the (in)dependence of the courses, their distribution, number of European Credit Transfer System (ECTS), aims, program content, teaching methodology, system of assessment and bibliography proposed.

Creativity Enhanced by Technological Mediation in Exploratory Mathematical Contexts

Creativity is fundamental to the sustainable development of societies. However, lack a School model that promotes it. In Mathematics, exploratory open-ended and challenging tasks, based on the effective resolution of and well oriented confrontation and discussion moments are needed to foster this skill. The digital revolution brought a set of technological tools with great potential in the educational context, particularly to engineer collaborative work environments and to mediate communication. But, the use of these tools remains inadequate.

Currículo do pré-secundário em Timor-Leste e sua articulação com o secundário geral

Problems inherited from the last decades have led Timor-Leste to restructure its pre-secondary – EPS – and general secondary – ESG – curricula. Considering the importance of an adequate vertical articulation throughout the schooling cycles and before the conclusion of the first complete edition of the EPS, it is necessary to study if such a curriculum is aligned with the one of the ESG, in particular with regard to Science and Technology. This article focuses on the analysis of the EPS curriculum and the evaluation of its articulation with the one of ESG. Notwithstanding the decalages among the prescribed, the implemented and the appropriate curricula, it is relevant to have a fine-tuning at this level to ensure good quality education and training, essential to achieve the millennium development goals.