Constitutive aspects of the pedagogical practices and teacher education in mathematical modeling

Authors

  • Gabriele de Sousa Lins Mutti Universidade Estadual do Oeste do Paraná
  • Tiago Emanuel Klüber Universidade Estadual do Oeste do Paraná

DOI:

https://doi.org/10.5007/1982-5153.2018v11n2p85

Abstract

This article refers to the formative aspects that constitute the pedagogical practices of the Basic Education teachers participating in a Continuing Training in Mathematical Modeling. Assumed from the phenomenological perspective, the research was established from the analysis of the speeches and actions of eleven teachers in two different contexts: the meetings of the formation and its classrooms. The results evidenced the multidimensionality of the process of constitution of teachers' pedagogical practices and revealed that their training needs may not be met by exclusively theoretical and generalist training strategies. In this sense, it is relevant that the pedagogical practices characteristic of teachers is considered as guiding, since they can provide indicatives of referrals that contribute to the adoption of Modeling. The idea is, therefore, that the approach to Modeling be initiated based on the reflection on the pedagogical practice of teachers and not only on theory.

Author Biographies

Gabriele de Sousa Lins Mutti, Universidade Estadual do Oeste do Paraná

Licenciada em Matemática pela Universidade Estadual do Oeste do Paraná, (2003). Mestre em Ensino pela Universidade Estadual do Oeste do Paraná, campus Foz do Iguaçu, (2016) e Doutoranda em Educação em Ciência e Educação Matemática pela Universidade do Oeste do Paraná, campus Cascavel, (2018). Professora da Secretaria de Estado e Educação do Paraná. Bolsista CAPES.

Tiago Emanuel Klüber, Universidade Estadual do Oeste do Paraná

Licenciado em Matemática pela Universidade Estadual do Centro-Oeste, Unicentro, (2004). Mestre em Educação pela Universidade Estadual de Ponta Grossa, (2007) e Doutor em Educação Científica e Tecnológica pela Universidade Federal de Santa Catarina, (2012). Professor Adjunto da Universidade Estadual do Oeste do Paraná. Membro e vice-coordenador (2012-2015 e 2015-2018) do GT-10 Modelagem Matemática, da Sociedade Brasileira de Educação Matemática, SBEM. Coordenador e docente do Programa de Pós-Graduação em Educação em Ciências e Educação Matemática da Universidade Estadual do Oeste do Paraná, nível de mestrado e doutorado (CAPES, nota 4, 2017), campus Cascavel.

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Published

2018-11-28

Issue

Vol. 11 No. 2 (2018)

Section

Articles

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