Conhecimento Interpretativo de professores em uma tarefa de divisão de frações

Gabriela Gibim; Laura Rifo; Miguel Ribeiro; Nuria Climent

doi:10.30827/pna.v19i3.31002

Authors

Gabriela Gibim Universidade Estadual de Campinas (Unicamp) https://orcid.org/0000-0002-7588-3579
Laura Rifo Universidade Estadual de Campinas (Unicamp) https://orcid.org/0000-0002-1579-8073
Miguel Ribeiro Universidade Estadual de Campinas (Unicamp) https://orcid.org/0000-0003-3505-4431
Nuria Climent University of Huelva https://orcid.org/0000-0002-0064-1452

DOI:

https://doi.org/10.30827/pna.v19i3.31002

Keywords:

Fraction Division, Interpretative Knowledge, Teacher

Agencies: This study was partially funded by the Coordination for the Improvement of Higher Education Personnel – Brazil (CAPES) – Financial Code 88881.311131/2018-00 and 88887.696474/2022-00; for the project “Developing the interpretive and specialized knowledge of teachers and their relationships with Tasks for Teacher Training in the scope of Measurement and Algebraic, Geometric and Stochastic Thinking” (404959/2021-0) and for the Project PID2021-122180OB-I00 (Government of Spain) and by Red Iberoamericana on Specialized Knowledge of Mathematics Teachers (RED MTSK) sponsored by AUIP.

Abstract

Interpretive Knowledge is necessary, since it is linked to teaching practice and teaching with understanding, once it is mobilized by teachers when interpreting students' productions and attributing meaning to them. This work aims to understand Interpretive Knowledge revealed by teachers and pre-service mathematics teachers through a fraction division task. The results show a weak Specialized Mathematical Knowledge of teachers regarding division and fractions. This knowledge supports superficial feedback related to an interpretive assessment, which is expected to limit the contribution to students' mathematical learning in this topic.

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Author Biographies

Gabriela Gibim, Universidade Estadual de Campinas (Unicamp)

Doutoranda do Programa de Pós-Graduação Multiunidades em Ensino de Ciências e Matemática da Unicamp, graduada em Licenciatura Matemática. Experiência em docência na educação básica (fundamental II e médio) e superior com formação de professores de matemática.

Laura Rifo , Universidade Estadual de Campinas (Unicamp)

Professora de Matemática e Estatística da Universidade Estadual de Campinas desde 2005, trabalha atualmente na formação de professores no ensino de probabilidade como medida de incerteza, vinculada à tomada de decisão racional e ao raciocínio bayesiano.

Miguel Ribeiro , Universidade Estadual de Campinas (Unicamp)

Atualmente é professor da Universidade Estadual de Campinas UNICAMP (Brasil). Tem dedicado os últimos 20 anos essencialmente a formação de professores de e que ensinam matemática e desenvolvido trabalhos de pesquisa e formação em diversos países (Portugal, Espanha, México, Chile, EUA, Itália, Noruega).

Nuria Climent, University of Huelva

Professora Titular da Universidade da área Didática da Matemática da Universidade de Huelva desde 2011.Experiência como formadora de professores de Ensino Fundamental e Médio em relação ao ensino de matemática na formação inicial e contínua, bem como como docente em programas de Mestrado e Doutorado em Didática da Matemática.

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