Collaboration in the Context of Initial Mathematics Teachers’ Education in Distance Education in Brazil
DOI:
https://doi.org/10.25749/sis.21773Keywords:
distance education, collaboration, mathematics teacher training, communities of practiceAbstract
This article discusses collaboration in the context of distance mathematics teacher education. From a qualitative approach methodology, the objective was to answer the following question: how do future Mathematics teachers perceive collaboration in the context of Distance Education? We interviewed seven students from the Federal University of Tocantins about the practices developed throughout the course. We used the theory of Communities of Practice as a guideline in the collection and analysis of data. Future mathematics teachers highlight collaboration between colleagues as the main reason for their stay throughout the course. In other words, the importance of collaboration between peers for the maintenance of communities of practice in initial mathematics teacher’s education is perceived. Despite this, students point to a lack of activities, proposed by the course, that support collaborative or even group work.
Downloads
References
Almeida, H. R. F. L., & Borba, M. C. (2015). As Pesquisas Sobre a Licenciatura em Matemática na Universidade Aberta do Brasil. Revista do Programa de Pós-Graduação em Educação Matemática da Universidade Federal de Mato Grosso do Sul (UFMS), 8(16), 41-60.
Ávila, L. B., & Santos, J. R. V. (2014). Propostas de formação matemática em currículos prescritos de cursos de licenciatura em matemática na modalidade à distância. Amazônia, Revista de Educação em Ciências e Matemática, 11(21), 31-43.
Biza, I., Jaworski, B., & Hemmi, K. (2014). Communities in University Mathematics. Research in Mathematics Education, 16(2), 161-176. https://doi.org/10.1080/14794802.2014.918351
Brasil (2005). Decreto Nº 5.800. Retirado em maio de 2021 de: http://www.planalto.gov.br/ccivil_03/_Ato2004-2006/2006/Decreto/D5800.htm
Brasil (2014). Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). Censo Educacional de 2014. Retirado de: https://inepdata.inep.gov.br/analytics/saw.dll?Dashboard
Creswell, J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (5th revised edition). Los Angeles: SAGE.
Du, J., Liu, Y., & Brown, R. L. (2010). The Key Elements of Online Learning Communities. In H. Yang & S. Yuen (Eds.), Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 61-75). IGI Global. http://doi:10.4018/978-1-60566-788-1.ch004
Ferreira, A. A., & Silva, B. D. (2014). Comunidade de Prática On-line: uma estratégia para o desenvolvimento profissional dos professores de história. Educação em Revista, 30(1), 37-64.
Garrison, D. R., & Anderson. T. (2003). E-learning in the 21st century: a framework for research and practice. London: Routledge Falmer.
Hjalmarson, M. A. (2017). Learning to teach mathematics specialists in a synchronous online course: a self-study. Journal of Mathematics Teacher Education, 20, 281-301. https://doi.org/10.1007/s10857-015-9323-x
Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.
Llinares S., & Krainer K. (2006). Mathematics (student) teachers and teacher educators as learners. In A. Gutierrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: past, present and future (pp. 429-459). Rotterdam: Sense Publishers.
Miskulin, R. G. S., Penteado, M. G., Richit, A., & Mariano, C. R. (2011). A Prática do Professor que Ensina Matemática e a Colaboração: uma reflexão a partir de processos formativos virtuais. Bolema: Boletim de Educação Matemática, 25(41), 173-186.
Polin, L. (2010). Graduate Professional Education from a Community of Practice Perspective: The Role of Social and Technical Networking. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 163-178). London: Springer.
Prates, U., & Matos, J. F. (2019). Os projetos pedagógicos dos cursos de Licenciatura em Matemática da EaD e a participação em comunidade de prática. In D. K. Ramos & J. Mattar (Eds.), Educação, Tecnologias e Design: games, blended learning, metodologias ativas e formação de professores (pp. 37-47) São Paulo: Artesanato Educacional.
Prates, U., & Matos, J. F. (2020). A Educação Matemática e a Educação a Distância: uma revisão sistemática da literatura. Bolema: Boletim de Educação Matemática, 34(67), 522-543. https://doi.org/10.1590/1980-4415v34n67a09
Silva, J. F., & Schimiguel, J. (2016). Aprendizagem Problem-Based Learning, Educação Estatística e Educação a Distância: Um estudo teórico sobre possíveis convergências no ensino superior. REnCIMA, 7(3), 31-51.
Torres, P. L., & Irala, E. A. F. (2007). Aprendizagem Colaborativa. In P. L. Torres (Org.), Algumas vias para entretecer o pensar e o agir (pp. 65-98). Curitiba: SENAR-PR.
Tuckman, B. W., & Harper, B. E. (2012). Conducting Educational Research. (6th revised edition). Lanham: Rowman & Littlefield Publisher.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. (15th revised edition). New York: Cambridge University Press.
Wishart, J., & Thomas, M. (2017). E-research in educational contexts: the roles of technologies, ethics and social media. Abingdon: Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Sisyphus — Journal of Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) belongs to Sisyphus - Journal of Education. However, we encourage issued articles to be published elsewhere, provided that Sisyphus authorization is asked for and that authors integrate our original source citation and a link to our website.
Author Self-Archiving Policy
Author(s) are permitted to self-archive the final published version in institutional or thematic repositories, and in their personal or institutional websites.
DORA Signer
The Instituto de Educação da Universidade de Lisboa, Sisyphus' Publisher, is a San Francisco Declaration on Research Assessment signer.
