Building on teachable moments: issues for teacher education

• Author(s): Ferreira, Rosa ; Martinho, Helena ; Menezes, Luís
• Date: 2012
• Persistent ID: http://hdl.handle.net/10400.19/1646
• Origin: Repositório Científico do Instituto Politécnico de Viseu
• Subject(s): teacher education; mathematics
• Document Type: Conference Object
• Language: English

Description

This work is supported by national funds through FCT – Fundação para a Ciência e Tecnologia, under the projects Professional Practices of Teachers of Mathematics (Grant PTDC/CPE-CED/098931/2008) and PEst-C/MAT/UI0144/2011, and by FEDER funds through COMPETE Several authors have given attention to the notion of didactical knowledge, which is not consensual (Ponte, in press). We consider didactical knowledge as being related to aspects of teachers’ practices, “essentially oriented towards action” (Ponte, 1999, p. 61), and involving four dimensions: knowledge of the curriculum, knowledge of mathematics, knowledge of students and their learning processes, and knowledge instructional processes in the classroom (Ponte & Oliveira, 2002). The didactical knowledge has a dynamic character because the experiences teachers encounter in their practice constantly shape it (Ponte & Santos, 1998).