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<oai_dc:dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
<dc:title>A formação do professor de matemática e o trabalho com projetos na escola</dc:title>
<dc:creator>Cattai, Maria Dirlene da Silva</dc:creator>
<dc:creator>Penteado, Miriam Godoy</dc:creator>
<dc:subject>Trabalho com projetos</dc:subject>
<dc:subject>Formação de professores de matemática</dc:subject>
<dc:subject>Trabalho docente</dc:subject>
<dc:subject>Educação matemática</dc:subject>
<dc:subject>Project work</dc:subject>
<dc:subject>Mathematics teacher education</dc:subject>
<dc:subject>Teacher work</dc:subject>
<dc:subject>Mathematics education</dc:subject>
<dc:description>This paper presents the results of research aiming at discussing the relationship between mathematics teacher education and the development of project work in teaching practice. The data are taken from interviews with ten secondary and high school mathematics teachers as well as two questionnaires answered by each of them. It was possible to identify three different forms of working with projects: i) individually- teachers' own initiative; ii) by school recommendation- in a fragmented manner; iii) collectively. There are no evidences that the pre-service education influenced their work with projects. This preference was developed during their careers through participation on in-service courses, practical experience, and personal characteristics. In-service teacher education was the main aspect which contributed for their preference.</dc:description>
<dc:description>O objetivo do presente texto é apresentar os resultados de uma pesquisa que procurou discutir a formação dos professores de Matemática que trabalham com projetos e documentar a maneira da implementação dessa proposta na escola. Os dados são provenientes de entrevistas com dez professores de Matemática, os quais atuam no Ensino Fundamental ou Médio. Seus relatos possibilitam identificar três formas diferentes de trabalhos com projetos: i) individualmente e por iniciativa própria; ii) por sugestão da escola, de forma fragmentada; iii) coletivamente. Não há indícios de que a formação inicial desses professores os tenha influenciado a trabalhar com projetos. Esse preparo foi construído ao longo de suas carreiras, através da participação em cursos de formação continuada, da experiência com a prática e das interferências de suas características pessoais.</dc:description>
<dc:date>2009</dc:date>
<dc:type>text (article)</dc:type>
<dc:format>application/pdf</dc:format>
<dc:identifier>https://dialnet.unirioja.es/servlet/oaiart?codigo=5274233</dc:identifier>
<dc:identifier>(Revista) ISSN 1980-850X</dc:identifier>
<dc:source>Ciencia & Educação, ISSN 1980-850X, Vol. 15, Nº. 1, 2009, pags. 105-120</dc:source>
<dc:language>por</dc:language>
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</oai_dc:dc>