Continuing teacher education: an analysis of the adequacy of didactic resources for the teaching of rational numbers
DOI:
https://doi.org/10.5007/1981-1322.2020.e65570Abstract
This study discusses partial results of a qualitative research that aimed to investigate how a formative program mobilizes didactic-mathematical knowledge of teachers regarding the adequate and pertinent use of didactic resources to teach rational numbers in the final years of Elementary School. This analysis was done through the mediational dimension of the Didactic-Mathematical Knowledge System (CDM), described by Pino-Fan and Godino. The data were obtained through the teachers' written records, the video recording of the meetings and the teacher's observations recorded in her diary. The results point to a limited understanding of teachers regarding the use of didactic resources in the classroom, as well as evidenced few infrastructure conditions of the schools for the use of digital resources.
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