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Establishing Connections between Mathematics in Teacher Education and Mathematics in Basic Education: the concept of polynomial function as a potential element articulator

Grant number: 16/10622-7
Support Opportunities:Scholarships abroad - Research
Effective date (Start): March 01, 2017
Effective date (End): August 31, 2017
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Alessandro Jacques Ribeiro
Grantee:Alessandro Jacques Ribeiro
Host Investigator: Joao Pedro da Ponte
Host Institution: Centro de Matemática, Computação e Cognição (CMCC). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
Research place: Universidade de Lisboa, Portugal  


This research project aims to investigate the professional knowledge of mathematics teacher and the teaching of Algebra. Linked to other research projects that developed, which investigated the role of algebraic knowledge of teachers to teach Mathematics in Basic Education, currently I recognize the necessity and the importance of strengthening theoretical and methodological studies to expand my background and broaden my own knowledge on the theme "Mathematics Teacher Education". The goal of this research is to investigate the (re)construction of algebraic knowledge of basic education teachers taking the concept of polynomial function as structuring and articulating between algebra in teacher education and in algebra basic school. To do this, carry out an internship with the supervisor who is assuming proposal of this project is an excellent opportunity for the expansion and strengthening of experiences - theoretical and methodological - in mathematics education and, in particular, in the Mathematics Teacher Education. This experience will bring significant findings yet for the members of the research group that I coordinate at Federal University of ABC, mainly as regards to projects we have developed at this university, which seek to circumscribe the Algebra of Teacher Education and Algebra of Basic Education, from a point of view of the teaching professional knowledge, including therein the practice of the teacher as starting point for the construction of such knowledge.

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