Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years

Miriam Criez Nobrega Ferreira; João Pedro  da Ponte; Alessandro Jacques  Ribeiro

doi:10.30827/pna.v16i2.22234

Autores/as

Miriam Criez Nobrega Ferreira Instituto de Educação/Universidade de Lisboa https://orcid.org/0000-0001-8122-1136
João Pedro da Ponte Instituto de Educação da Universidade de Lisboa https://orcid.org/0000-0001-6203-7616
Alessandro Jacques Ribeiro Instituto de Educação da Universidade de Lisboa https://orcid.org/0000-0001-9647-0274

DOI:

https://doi.org/10.30827/pna.v16i2.22234

Palabras clave:

Álgebra temprana, Desarrollo profesional, Formador de docentes, Interacciones discursivas, Pensamiento algebraico, Tareas de aprendizaje profesional

Resumen

Este artículo presenta el primer ciclo de intervención de una investigación basada en el diseño del desarrollo profesional docente. Su objetivo es comprender cómo el proceso formativo ayudó a los maestros a comprender qué significa el pensamiento algebraico y cómo trabajar con él en los primeros. El análisis de datos se basó en tres principios de diseño, papel y acciones del formador de docentes, tareas de aprendizaje profesional para los docentes e interacciones discursivas entre los participantes. Los resultados sugieren que los principios de diseño contribuyeron a la comprensión del significado del pensamiento algebraico y cómo promoverlo en los estudiantes de primaria.

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Citas

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