Mathematical modeling and discussions on knowledge for teaching: interactions towards the continuing education of mathematics teachers

Autores

  • Rogério Marques Ribeiro Federal Institute of Education, São Paulo, Brasil.
  • Arthur Belford Powell Rutgers University, New Jersey
  • Ademir Donizeti Caldeira Universidade Federal de São Carlos

DOI:

https://doi.org/10.24933/horizontes.v35i2.541

Resumo

In this article, we present our reflections on some of the interactions between Mathematical Modeling and the discussions concerning the professional knowledge of teachers. These interactions, as proposed through the continuing education of early years teachers, show that coordination between these two fields is beneficial to the training of educators, both facilitating the learning of mathematical content and contributing in various ways to the development of skills used to investigate and understand the role mathematics plays in society. Furthermore, the article highlights how these discussions have proved valuable in allowing teachers to understand the importance of possessing specialized content knowledge for teaching mathematics, as posited in the Mathematical Knowledge for Teaching model, developed by Ball, Thames and Phelps (2008).

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Publicado

2017-08-31

Como Citar

Ribeiro, R. M., Powell, A. B., & Caldeira, A. D. (2017). Mathematical modeling and discussions on knowledge for teaching: interactions towards the continuing education of mathematics teachers. Horizontes, 35(2), 7–16. https://doi.org/10.24933/horizontes.v35i2.541

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