Resumo

ALMEIDA, Alessandra Rodrigues  e  MEGID, Maria Auxiliadora Bueno Andrade. Collaborative writing in continuous training of mathematics teachers. Rev. Inter Ação [online]. 2017, vol.42, n.1, pp.176-193. ISSN 1981-1802.  https://doi.org/10.5216/ia.v42i1.41858.

This article presents a study that aimed to investigate to what extent the collective writing of narratives in a virtual environment - Google Docs - contributes to the training of teachers participating in a collaborative group studying mathematics in/to childhood. From the analysis of a collaborative narrative produced by three members of the group it was observed that, in the movement to write, read and edit texts started by one of the participants, helping the composition of a narrative of collective authorship, each involved highlights their learning and highlights relevant aspects to their own training. This dynamic also provides reflections on teaching practice and the (re)significance of mathematical content.

Palavras-chave : Mathematics Education; Teacher Training; Collaborative Writing; Collaborative Groups.

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