Resumo

VIOL, Juliana França  e  MISKULIN, Rosana Giaretta Sguerra. A formação continuada de professores que ensinam matemática no contexto de comunidades virtuais de aprendizagem: um mapeamento de teses e dissertações. Educ. Puc. [online]. 2010, n.29, pp.245-252. ISSN 1519-3993.

This paper intends to discuss aspects and/or dimensions related to the training processes of Mathematics teachers in the context of virtual learning communities, here understood as “virtual spaces”, mediated by information and communications technologies, which are open to the participation of people from different social-cultural contexts, who are interested in sharing information about a certain topic or about a specific field, in order to discuss, interact and construct knowledge in a collaborative way. Furthermore, these learning communities aim to “surpass traditional teaching-learning conceptions, enabling their participants to construct a culture based on Information Science and on shared knowledge, in which mutual interaction and collaboration are the key factors for generating knowledge”. In this context, we consider that virtual learning communities provide “teachers with a new system of interaction and, thus, with unusual issues, capable of making them learn to give (new) meanings to their teaching practices”, also providing new models for the information and communications technologies processes of formation of teachers. Under this approach of virtual learning communities, we demonstrate some aspects and/or dimensions, present and discussed in research in Mathematics Education, whose object of investigation was the interrelations of ICT and the education of Mathematics Teachers. The kinds of research involved refer to theses and dissertations produced and presented at the Education Graduate Programs at the Universidade de São Paulo, Universidade Estadual de Campinas, Universidade Federal de São Carlos, at the Mathematics Education Graduate Programs at Universidade Estadual Paulista - Rio Claro - São Paulo - Brazil and Pontifícia Universidade Católica de São Paulo, and at the Education for Science Graduate Program at Universidade Estadual Paulista - Bauru - São Paulo - Brazil, from 1987 to 2007.

Palavras-chave : Virtual Learning Communities; Mathematics Education; Teachers Education; Academic Research; Theses and Dissertations.

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