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Ciência & Educação (Bauru)

versão On-line ISSN 1980-850X

Resumo

CYRINO, Márcia Cristina de Costa Trindade  e  JESUS, Cristina Cirino de. Analysis of mathematical tasks in a continuing primary teacher education scheme. Ciênc. educ. (Bauru) [online]. 2014, vol.20, n.3, pp.751-764. ISSN 1980-850X.  https://doi.org/10.1590/1516-73132014000300015.

In this article, we discuss how the analysis of mathematical tasks, in a continuing primary teacher education scheme, can help primary teachers to reflect on their pedagogical practice. In order to achieve this purpose, we carried out a qualitative study with a group of fourteen primary teachers from an elementary school in the State of Paraná, during the development of a continuing teacher education scheme, based on the perspective of a study group, whose objective was to analyze mathematical tasks. The study group reflections and discussions enabled us to identify evidence of changes in some teachers regarding aspects such as: the choice/preparation of tasks, the work with the students and the development of pedagogical practice beliefs. The mutual commitment/engagement around a joint enterprise and a shared repertoire were central aspects of the teachers' practice during their continuing education and revealed aspects of their professional development.

Palavras-chave : Mathematics teaching; Elementary School; Teacher education; Continuous education.

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