Mathematics teachers in teaching Algebra activities: appropriations of the historical-cultural theory
DOI:
https://doi.org/10.21814/rpe.7857Keywords:
Teacher education, Teaching algebra, Historical-cultural theoryAbstract
This article aims to present the evidence of the appropriations of a group of
mathematics teachers who, discontent with the situation of teaching algebra, participated in a training course. In this course, teachers had contact with the cultural-historical theory and guiding activities. This is a qualitative study which used a teaching experiment carried out with a group of mathematics teachers in Basic Education. The main results of this research indicate the importance of training activities that enable teachers to put up a movement of meaning production to learn and teach algebra in a proposal that understands mathematical knowledge as a historical and cultural product.
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