Collaborative groups: contributions to improving the quality of education in mathematics in early years of elementary school and the professional development of school teachers in Eastern Board 1

Abstract

This project aims to investigate the improvement of mathematics learning of low-perfomance schoolchildren in Eastern Board 1 and the professional development of their teachers when they participate in collaborative groups formed by teachers of elementary school , masters , doctoral students , and University researchers. It is the result of a partnership between Graduate Programs in Sciences and Science and Mathematic Education of the Cruzeiro do Sul University and the Eastern Board 1 of the state of São Paulo. It was presented to the University a report pointing six schools with lower performances in Mathematics in the early years of Elementary School according to the Saresp - School Performance Evaluation System of the State of São Paulo. In this Board there are a total of 50 schools and among them are the ones that are considered priority in relation to Mathematics, they are the ones with less than 25 % of students considered by SARESP as below avarege in Math. It aims to implement teacher training activities in order to improve the Mathematical learnings of students from five public schools in Eastern Board 1. From studies and conduct researchs in Mathematical Education, it aims to produce knowledge about the processes of teaching and learning in Mathematics from real problems of schools identified by the Eastern Board 1 and, within collaborative groups, to develop collaborative research between teachers from public schools indicated and researchers at the University. The chosen methodology is the research on the practice itsel performed in a collaborative context supported by curriculum guidelines, and the research results relating to a given Mathematical topic mediated by researchers. It is expected from the results to implement a partnership between professionals of Elementary schools and universities as active participants in the production process and dissemination of knowledge to teach Mathematics. Also to identify changes of teachers in school plannings and practices, in interpretations of the goals of many activities proposed, in classroom interventions, in the analysis of lessons taught to improve students learning and to identify aspects of teachers' education that need to be improved in order to evolute their performance in the classroom and their professional development. (AU)