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Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years

  • Autores: Miriam Criez Nobrega Ferreira, Joao Pedro da Ponte Árbol académico, Alessandro Jacques Ribeiro
  • Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 16, Nº. 2, 2022, págs. 167-190
  • Idioma: inglés
  • DOI: 10.30827/pna.v16i2.22234
  • Títulos paralelos:
    • Hacia un enfoque para el desarrollo profesional de los docentes: cómo trabajar con el pensamiento algebraico en los primeros años
  • Enlaces
  • Resumen
    • español

      Este artículo presenta el primer ciclo de intervención de una investigación basada en el diseño del desarrollo profesional docente. Su objetivo es comprender cómo el proceso formativo ayudó a los maestros a comprender qué significa el pensamiento algebraico y cómo trabajar con él en los primeros. El análisis de datos se basó en tres principios de diseño, papel y acciones del formador de docentes, tareas de aprendizaje profesional para los docentes e interacciones discursivas entre los participantes. Los resultados sugieren que los principios de diseño contribuyeron a la comprensión del significado del pensamiento algebraico y cómo promoverlo en los estudiantes de primaria.

    • English

      This article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students.

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