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Advisor(s)
Abstract(s)
Delineou-se um estudo longitudinal que está a ser desenvolvido com a colaboração de estudantes da Escola Superior de Educação de Paula Frassinetti, Porto. Neste texto, propomo-nos apresentar uma descrição e análise comparativa das suas conceções, patentes nos resultados obtidos por aplicação de um inquérito por questionário a dois grupos de estudantes, futuros professores, em etapas distintas na LEB: um grupo de estudantes no início do seu percurso formativo deste primeiro ciclo de estudos e um outro grupo constituído por estudantes já na fase a sua conclusão.
It was outlined a longitudinal study that is being carried out in collaboration with students from the Higher School of Education of Paula Frassinetti, Porto. In this paper, we propose to present a description and comparative analysis of their conceptions, visible in the results obtained by the application of a questionnaire survey to two groups of students, future teachers, at different stages in the Undergraduate Degree on Primary Education: a group of students at the beginning of their teacher training studies and another group composed of students finishing their studies.
It was outlined a longitudinal study that is being carried out in collaboration with students from the Higher School of Education of Paula Frassinetti, Porto. In this paper, we propose to present a description and comparative analysis of their conceptions, visible in the results obtained by the application of a questionnaire survey to two groups of students, future teachers, at different stages in the Undergraduate Degree on Primary Education: a group of students at the beginning of their teacher training studies and another group composed of students finishing their studies.
Description
Keywords
Formação inicial de professores Educação básica Conceções sobre a matemática Initial teacher training Primary education Conceptions about mathematics
Pedagogical Context
Citation
Gonçalves, D., Nogueira, I. C. (2015) A formação inicial de professores da educação básica como processo de (re)configuração de conceções sobre matemática. Revista de Estudios e Investigación en Psicología y Educación, Vol. Extra(6), A6-180-A6-182
Publisher
Universidad de la Coruña