3 resultados para role and powers
em SAPIENTIA - Universidade do Algarve - Portugal
Resumo:
Dissertação de Mestrado, Ciências Biomédicas, Departamento de Ciências Biomédicas e Medicina, Universidade do Algarve, 2014
Resumo:
Dissertação mest., Observação e Análise da Relação Educativa, Universidade do Algarve, 2009
Resumo:
Fractions is perhaps one of the most complex and difficult topics pupils explore in the early years of schooling. Difficulties in learning this topic may have its genesis in the fact that fractions comprise a multifaceted construct (Kieren, 1995) or can be conceived as being grounded in the instructional approaches employed to teach fractions (Behr, Harel, Post & Lesh, 1993). Thus, students’ limited understanding might be related to how their teachers understand and interpret fractions — it’s thus related with teachers’ knowledge and practice. Although there is a generalized agreement on teachers’ role on/for students learning, most research on fractions focus on students, leaving aside teachers’ role (and their knowledge on the topic). Thus, teachers’ training has in certain respects been left behind. We still know little about how teachers’ knowledge on fractions influences students’ broader view of mathematics, and its connection and evolution within and along schooling. Aimed at conceptualize ways of improving teachers’ knowledge, training and practices, it’s of fundamental importance to access the areas of knowledge (here conceived as mathematical knowledge for teaching (MKT) (Ball, Thames & Phelps, 2008) in which (prospective) teachers are more deficitaries.