Teachers’ reflections on non standard students work

One of the tasks of teaching (Ball, Thames, & Phelps, 2008) concerns the work of interpreting student error and evaluating alternative algorithms used by students. Teachers’ abilities to understand nonstandard student work affects their instructional decisions, the explanations they provide in the classroom, the way they guide their students, and how they conduct mathematical discussions. However, their knowledge or their perceptions of the knowledge may not correspond to the actual level of knowledge that will support flexibility and fluency in a mathematics classroom. In this paper, we focus on Norwegian and Portuguese teachers’ reflections when trying to give sense to students’ use of nonstandard subtraction algorithms and of the mathematics imbedded in such. By discussing teachers’ mathematical knowledge associated with these situations and revealed in their reflections, we can perceive the difficulties teachers have in making sense of students’ solutions that differ from those most commonly reached.

Accessing prospective early years’ teachers’ knowledge on fractions in order to design tasks for developing teachers’ MKT

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.

Impactos do programa de formação de professores do 1º ciclo do ensino básico em ensino experimental das ciências nas aprendizagens das crianças

Tese de mestrado, Educação (Desenvolvimento Curricular), Universidade de Lisboa, Instituto de Educação, 2010

Equações de 1.º grau : estratégias e erros na resolução e simplificação de equações de 1.º grau

Relatório da prática de ensino supervisionada, Mestrado em Ensino da Matemática, Universidade de Lisboa, 2011

A robótica educativa no ensino e aprendizagem de conceitos de programação e algoritmos

Relatório da Prática de Ensino Supervisionada, Ensino de Informática, Universidade de Lisboa, 2013

Um objeto, um ponto de partida : uma exploração em Desenho A, 11º ano

Relatório da Prática de Ensino Supervisionada, Ensino das Artes Visuais, Universidade de Lisboa, 2013

Atividades de resolução de problemas no desenvolvimento de competências : um estudo com alunos do 8.º ano na temática dos ecossistemas

Relatório da Prática de Ensino Supervisionada, Ensino da Biologia e Geologia no 3.º Ciclo do Ensino Básico e no Secundário, Universidade de Lisboa, 2013

In.sentar a criatividade : um estudo sobre aplicação do modelo de resolução criativa de problemas no ensino artístico

Relatório da Prática de Ensino Supervisionada, Ensino de Artes Visuais, Universidade de Lisboa, 2013

Modelos de dinâmica da Terra aplicados à geologia de Portuga l: relevância da experimentação análoga no ensino e na divulgação da geologia

Tese de doutoramento, Geologia (Geodinâmica Interna), Universidade de Lisboa, Faculdade de Ciências, 2014

Embalagem : a influência das ferramentas digitais na motivação dos alunos no desenvolvimento de um módulo, no 11º ano do curso profissional de técnico de design gráfico

Relatório da prática de ensino supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, 2014

Contributo de uma abordagem CTSA para a aprendizagem do tema "Atmosfera da Terra"

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e Química no 3º ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, 2014

A utilização de narrativas digitais no ensino de multimédia : aplicação num curso vocacional do 3º ciclo

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, 2014

Desenvolvimento de competências dos docentes do ensino superior marítimo em Portugal e Espanha

Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2015

O desenho e a formação integral do aluno : desenvolvimento da atenção e consciência crítica no uso das novas tecnologias

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino das Artes Visuais, Universidade de Lisboa, 2014

Children’s Friendships and Learning in School: Cognitive Enhancement Through Social Interaction?

Background. Recent literature has identified that children's performance on cognitive (or problem-solving) tasks can be enhanced when undertaken as a joint activity among pairs of pupils. Performance on this ‘social’ activity will require quality relationships between pupils, leading some researchers to argue that friendships are characterized by these quality relationships and, therefore, that friendship grouping should be used more frequently within classrooms. Aims. Children's friendship grouping may appear to be a reasonable basis for cognitive development in classrooms, although there is only inconsistent evidence to support this argument. The inconsistency may be explained by the various bases for friendship, and how friendship is affected by cultural contexts of gender and schooling. This study questions whether classroom-based friendship pairings will perform consistently better on a cognitive task than acquaintance pairings, taking into account gender, age, and ability level of children. The study also explores the nature of school-based friendship described by young children. Sample. 72 children were paired to undertake science reasoning tasks (SRTs). Pairings represented friendship (versus acquaintance), sex (male and female pairings), ability (teacher-assessed high, medium, and low), and age (children in Years 1, 3, and 5 in a primary school). Method. A small-scale quasi-experimental design was used to assess (friendship- or acquaintance-based) paired performance on SRTs. Friendship pairs were later interviewed about qualities and activities that characterized their friendships. Results. Girls' friendship pairings were found to perform at the highest SRT levels and boys' friendship pairing performed at the lowest levels. Both boy and girl acquaintance pairings performed at mid-SRT levels. These findings were consistent across Year (in school) levels and ability levels. Interviews revealed that male and female friendship pairs were likely to participate in different types of activity, with girls being school-inclusive and boys being school-exclusive. Conclusion. Recommendations to use friendship as a basis for classroom grouping for cognitive tasks may facilitate performance of some pairings, but may also inhibit the performance of others. This is shown very clearly with regard to gender. Some of the difference in cognitive task performance may be explained by distinct, cultural (and social capital) orientations to friendship activities, with girls integrating school and educational considerations into friendship, and boys excluding school and educational considerations.