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BUILDING A MODEL TO ANALYSE A MATHEMATICS TEACHER PRACTICE
Ribeiro, Carlos Miguel; Universidade do Algarve, Portugal; Ribeiro, Rute; Universidade do Algarve, PortugalTeaching practice can be seen in different perspectives; one of them is the cognitive perspective. We present a model that, starting from teaching practice, allows us to examine which cognitions are at stake when teachers are immersed in their practice, and also the ways in which those cognitions arerelated and what is their role in the teaching process. The establishment of such a model allows us to simplify s...
Teachers’ reflections on non standard students work
Jakobsen, Arne; Ribeiro, Carlos MiguelOne 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 knowled...
Accessing prospective early years’ teachers’ knowledge on fractions in order to...
Ribeiro, Carlos Miguel; Jakobsen, Arne; Caseiro, AnaFractions 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 underst...
Tarefas em geometria: da sala de aula para a formação de professores, descrição...
Gomes, Alexandra; Ribeiro, Carlos Miguel; Martins, Fernando; Pinto, Hélia; Aires, Ana Paula; Campos, Helena; Caseiro, Ana; Alves, C.; Rebelo, PaulaNeste poster, apresentamos um projeto que pretende abordar de forma conglomerada conhecimentos, raciocínios, argumentação e representações de alunos e professores dos primeiros anos. Perspetiva-se como uma das formas de contribuir para uma melhoria dos conhecimentos geométricos de alunos e professores bem como para uma possível mudança de foco na prática e na formação geométrica de professores.
I will never give up… Life stories of mature students in higher education
Gonçalves, Teresa; Quintas, Helena; Ribeiro, Carlos Miguel; Monteiro, Rute; Bago, Joana; Fonseca, Henrique; Santos, Lucilia; Almeida, António Fragoso deThe Portuguese law 64/2006 allows mature students, older than 23, (M23) to access university, widening the participation of adult population in higher education. This paper is part of a research project focused on the experiences of non-traditional students in higher education. In this paper we analyse the stories of four mature students, with the aim to identify their motives for entering higher education; to ...
Non-traditional access to higher education – an evolution in Portugal
Bago, Joana; Santos, Lucilia; Fonseca, Henrique; Almeida, António Fragoso de; Gonçalves, Teresa; Ribeiro, Carlos Miguel; Quintas, Helena; Monteiro, RutePoster apresentado à 44th EUCEN Conference “Border Crossing as a Viable Choice: Collaboration, Dialogue and Access to higher Education” ; In Portugal the access to Higher Education (HE), comprising Universities and Polytechnic institutions, can be achieved by several dedicated “doors”. Besides the “National Admission Process” that accounts for the largest number of candidacies and vacancies and constitutes the...
Non-traditional students at the university: the M23 case in two HEI in Portugal
Bago, Joana; Santos, Lucilia; Fonseca, Henrique; Almeida, António Fragoso de; Monteiro, Rute; Ribeiro, Carlos Miguel; Quintas, Helena; Gonçalves, TeresaPoster apresentado à 43rd EUCEN Conference, Universities’ Engagement in and with Society. The ULLL Contribution. University of Graz ; The law-decree 64/2006 allows mature students older than 23 years (M23) to apply to Higher Education Institutions (HEI), widening the participation of adult population in Portugal. In the University of Aveiro (UA), a student enrolled through this specific regime has had to pass ...
Teacher’s advanced mathematical knowledge for solving mathematics teaching chal...
Figueiras, Lourdes; Ribeiro, Carlos Miguel; Carrillo, José; Fernández, Sainza; Deulofeu, J.Like Zazkis and Mamolo (2011), we uphold the premise that a solid knowledge of advanced mathematics is needed for effective teaching of mathematics. With that in mind, we are interested in discussing the nature of horizon content knowledge, as used within the mathematical knowledge for teaching framework (Ball, Thames & Phelps, 2008)Mathematical knowledge for teaching (MKT) continues to generate a huge number o...
Abordagem aos números decimais e suas operações: a importância de uma “eficaz n...
Ribeiro, Carlos MiguelEste artigo foca alguns aspectos e ideias de tarefas a serem exploradas com os alunos relativamente à multiplicação de números decimais, discutindo o conhecimento matemático para o ensino subjacente à preparação e à aplicação de tais tarefas. Discutem-se algumas representações dessa multiplicação e a importância de um rico e fundamentado conhecimento matemático para o ensino como promotor de um conhecimento mat...
Construindo um modelo de análise da prática lectiva numa aula de matemática
Ribeiro, Carlos Miguel; Carrillo, José; Monteiro, RuteA prática dos professores pode ser encarada sob distintas perspectivas, sendo uma delas a cognitiva. Apresentamos um modelo que, partindo da prática dos professores, nos permite analisar que cognições se encontram em jogo enquanto estes se encontram imersos na sua prática e também de que forma essas cognições se relacionam e qual o seu papel no processo de ensino. A elaboração de um tal modelo permite-nos simpl...
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