Research knowledge and meaningful learning: a journey through Teacher education
DOI:
https://doi.org/10.20952/revtee.v14i33.16278Keywords:
Continuing education, Mathematics Teacher, Meaningful learning, Research knowledge, State of the matterAbstract
The article brings discussions about the knowledge of research in the continuing education of teachers of Mathematics for Meaningful Learning. This is a literature review that raised the following question for the construction of the State of the Question: what has already been produced academically about the contributions of research practice to the development of meaningful learning, considering the pedagogical practice of the Mathematics teacher at 6th year, in his/her continuing education? This aimed to map what exists of scientific production on Research Knowledge in the continuing education of Mathematics teachers for Meaningful Learning. For searches in the databases we applied the 2000-2021 time frame. The theoretical-methodological discussion is supported by Ausubel (2003), Moreira (2012), Therrien (2010), among others. The results show that there is very little production of papers addressing the Research Knowledge and Meaningful Learning categories in the discussion of the Mathematics teacher's knowledge, which leads us to consider that this is a category that has not yet been consolidated. It is increasingly necessary to research, discuss and reflect on their training needs.
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References
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Ben-chaim, D. & Bat-shevailany, Y. (2008). Authentic Investigative Activities for the Teaching of Ratio and Proportion in the Training of Mathematics Teachers for Elementary and High School Levels. Bolema, v.21, n.31, p.125-159. https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/2108.
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Nóbrega-Therrien, S. M. & Therrien, J. (2010). The state of the question: Theoretical-methodological contributions and reports of production in scientific works. In: FARIAS, Isabel Sabino de; NUNES, João Batista de Carvalho; NÓBREGA-THERRIEN, Silvia Maria. Scientific Research for Beginners: Walking the Maze. Fortaleza, EdUECE.
Pimenta, S. G. & Ghedin, E. (Org). (2002). Reflective Professor in Brazil: Genesis and critique of a concept. São Paulo: Cortez.
PONTE, João Pedro da. (1997). Perspectives of professional development of mathematics teachers in a process of curriculum change. In: Ponte P. et al. Professional development of mathematics teachers – what training? Lisboa: Sociedade Portuguesa de Ciências da Educação.
Ponte, J. P. da. (2009). Research on the Mathematics teacher: Problems and perspectives. I SIPEM - International Seminar on Research in Mathematics Education. São Paulo, Brasil.
Silva, R. V. da. (2016). Articulation of teaching and research in teaching practice: experiences and meanings of teachers in the teaching courses of the Federal Institute of Education of Piaui. [Dissertation Masters Federal University of Piaui]. https://repositorio.ufpi.br/xmlui/handle/123456789/446.
Silvano, A. M. (2019). Teacher knowledge and meaningful learning in initial teacher education using interactive digital interfaces. [Thesis Doctorate State University of Ceará].http://www.uece.br/ppge/wpcontent/uploads/sites/29/2019/06/Tese_ANTONIO-MARCOS-DA-COSTA-SILVANO.pdf.
Sousa, C. O. (2018). Continuing teacher education and the concept of space: Contributions from the Meaningful Learning theory. [Dissertation Masters State University of Ceará].
http://www.uece.br/ppge/wpcontent/uploads/sites/29/2019/07/Dissertação_CLEANGELA-OLIVEIRA-SOUSA.pdf.
Valente, W. R. (2008). Who are we Mathematics teachers? Cedes Journal, v.28, n.74, p.11-23. https://repositorio.ufsc.br/xmlui/handle/123456789/160379.
Wichnoski, P. (2017). Metasearch in mathematical research: an analysis from the abstracts. Mathematics Education Research Magazine, v.19, n.2, p.161-178. https://revistas.pucsp.br/index.php/emp/article/view/26347.
Ausubel, D. P. (2003). The acquisition and retention of knowledge: A cognitive view. Dordrecht: Kluwer Academic Publishers.
Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos: Uma perspectiva cognitiva. Lisboa: Plátano Edições Técnicas. Translate to Portuguese of The acquisition and retention of knowledge: a cognitive view. (2000). Kluwer Academic Publishers. IBSN 972-707-364-6.
Barbosa, J. (org) (1998). Reflections on the multi-referential approach. São Carlos: UFSCAR.
Barreto, M. C. et al. (2013). The foundations of Activity Theory in the organization of Mathematics teaching. In: The formation of Mathematics teachers under different theoretical perspectives. Teresina: EDUFPI, 2013. p. 59-82.
Ben-chaim, D. & Bat-shevailany, Y. (2008). Authentic Investigative Activities for the Teaching of Ratio and Proportion in the Training of Mathematics Teachers for Elementary and High School Levels. Bolema, v.21, n.31, p.125-159. https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/2108.
Bertini, L. F. (2009). Sharing knowledge in mathematics teaching in the early grades: A teacher in the context of investigative tasks. [Dissertation Masters Federal University of São Carlos. https://repositorio.ufscar.br/handle/ufscar/2472?show=full.
BRASIL. (1996). Law of Directives and Bases of National Education. Federal Law number 9394.
Camelo, Z. B. (2020). Pedagogical technological knowledge and content in the training of spatial geometry teacher. [Dissertation Masters State University of Ceará]. http://www.uece.br/ppge/wp-content/uploads/sites/29/2020/09/Dissertacao_ZELIA-BESERRA-CAMELO.pdf.
D’Ambrósio, U. (2009). Mathematics Education: From theory to practice. 17 ed. Campinas, SP: Papirus Editora.
Demo, P. (2002). Educate through research. 5 ed. Campinas: Autores Associados.
Demo, P. (2008). Participant research, knowing how to think and intervene together. Brasília: Liber Livro.
Fabrina, C. & Albernaz, R. M. (2010). Mathematics Teacher: knowledge in moving training. INTERthesis Magazine, v. 07, n. 01, p. 302-323.https://periodicos.ufsc.br/index.php/interthesis/article/view/18071384.2010v7n1p302.
Fiorentini, D. & Castro, F. C. de. (2003). Becoming a Mathematics Teacher: The Case of Allan in Teaching Practice and Supervised Internship, In: FIORENTINI, D. (org.) Mathematics teacher education: exploring new paths with different perspectives. Campinas, SP: Mercado das Letras.
Freire, P. (2011). Pedagogy of autonomy: knowledge necessary for educational practice. 43. ed. São Paulo: Paz e Terra.
Freire, P. (2011). Pedagogy of the Oppressed. 50. ed. São Paulo: Paz e Terra.
Kincheloe, J. L. & Berry, K. S. (2007). Education research: conceptualizing bricolage. Porto Alegre: ArtMed.
Gauthier, C. et al. (2006). For a Theory of Pedagogy: Contemporary research on teaching knowledge. 2 ed. Ijuí: Unijuí.
Moreira, M. A. (2012). Meaningful learning: Theory and complementary texts. São Paulo: Livraria Editora da Física.
Neto, O. Z. (2009). Time and knowledge: The constitution of the experienced teacher in mathematics. [Thesis doctoral São Paulo State University, Literature of Araraquara and Federal University of Rondônia]. https://repositorio.unesp.br/handle/11449/101578.
Nóbrega-Therrien, S. M. & Therrien, J. (2010). The state of the question: Theoretical-methodological contributions and reports of production in scientific works. In: FARIAS, Isabel Sabino de; NUNES, João Batista de Carvalho; NÓBREGA-THERRIEN, Silvia Maria. Scientific Research for Beginners: Walking the Maze. Fortaleza, EdUECE.
Pimenta, S. G. & Ghedin, E. (Org). (2002). Reflective Professor in Brazil: Genesis and critique of a concept. São Paulo: Cortez.
PONTE, João Pedro da. (1997). Perspectives of professional development of mathematics teachers in a process of curriculum change. In: Ponte P. et al. Professional development of mathematics teachers – what training? Lisboa: Sociedade Portuguesa de Ciências da Educação.
Ponte, J. P. da. (2009). Research on the Mathematics teacher: Problems and perspectives. I SIPEM - International Seminar on Research in Mathematics Education. São Paulo, Brasil.
Silva, R. V. da. (2016). Articulation of teaching and research in teaching practice: experiences and meanings of teachers in the teaching courses of the Federal Institute of Education of Piaui. [Dissertation Masters Federal University of Piaui]. https://repositorio.ufpi.br/xmlui/handle/123456789/446.
Silvano, A. M. (2019). Teacher knowledge and meaningful learning in initial teacher education using interactive digital interfaces. [Thesis Doctorate State University of Ceará].http://www.uece.br/ppge/wpcontent/uploads/sites/29/2019/06/Tese_ANTONIO-MARCOS-DA-COSTA-SILVANO.pdf.
Sousa, C. O. (2018). Continuing teacher education and the concept of space: Contributions from the Meaningful Learning theory. [Dissertation Masters State University of Ceará].
http://www.uece.br/ppge/wpcontent/uploads/sites/29/2019/07/Dissertação_CLEANGELA-OLIVEIRA-SOUSA.pdf.
Valente, W. R. (2008). Who are we Mathematics teachers? Cedes Journal, v.28, n.74, p.11-23. https://repositorio.ufsc.br/xmlui/handle/123456789/160379.
Wichnoski, P. (2017). Metasearch in mathematical research: an analysis from the abstracts. Mathematics Education Research Magazine, v.19, n.2, p.161-178. https://revistas.pucsp.br/index.php/emp/article/view/26347.
Published
2021-12-29
How to Cite
Alves, A. O., Lima, I. P. de ., & Silva, J. F. L. e. (2021). Research knowledge and meaningful learning: a journey through Teacher education. Revista Tempos E Espaços Em Educação, 14(33), e16278. https://doi.org/10.20952/revtee.v14i33.16278
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