Conocimiento especializado para la enseñanza a través de la formulación de problemas en educación infantil

  1. Martín-Díaz, Juan Pedro 1
  2. Montes, Miguel 1
  1. 1 Departamento de Didácticas Integradas, COIDESO, Universidad de Huelva, Huelva, Spain
Revista:
Uniciencia

ISSN: 2215-3470

Ano de publicación: 2022

Título do exemplar: Uniciencia. January-December, 2022

Volume: 36

Número: 1

Tipo: Artigo

DOI: 10.15359/RU.36-1.37 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Uniciencia

Resumo

A formulação de problemas como atividade genuinamente matemática é uma fonte inesgotável de alternativas na sala de aula. São muitos os autores que indicam a importância desta prática, como também instituições como o National Council of Teaching of Mathematics. Objetivamos, por meio de um estudo de caso, evidenciar as características do conhecimento impulsionado por uma docente ao implementar uma sessão desse tipo em 4 anos de educação infantil, com ênfase no conhecimento que usa para o planejamento e a aplicação da sessão.  Para isso, utilizamos fragmentos da gravação da sessão da aula, acompanhados de uma entrevista posterior da informante, com o propósito de corroborar a informação identificada durante a análise dos dados extraídos da sessão. A natureza matemática específica desta atividade nos leva a usar o modelo MTSK (Mathematics Teaching Specialized Knowledge) como referente para analisar o conhecimento especializado que uma docente de educação infantil mobiliza durante uma prática de aula. Esta prática está composta por duas tarefas, ambas criadas e desenhadas pela docente informante. Os resultados mostram aspectos relacionados com o MK (Mathematical Knowledge), mas, sobretudo, um predomínio do PCK (Pedagogical Content Knowledge), evidenciando a importância desse conhecimento na etapa de educação infantil para implementar uma sessão de formulação de problemas.

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Fonte de datos: Dialnet