Resumo

ANJOS, Daniela Dias dos; NACARATO, Adair Mendes  e  FREITAS, Ana Paula de. Collaborative practices: the role of the other in teacher education. Educação. UNISINOS [online]. 2018, vol.22, n.2, pp.204-213. ISSN 2177-6210.  https://doi.org/10.4013/edu.2018.222.10.

This text is part of a research project developed through the Observatory Education Program, which focuses on practices for the teaching of mathematics and teacher education. The project’s team is composed of six public-school literacy teachers, four post-graduate students, and four professors. The group activities consist of studies, selection of tasks for the classroom, recording of practices, and production of narratives shared in monthly group meetings. Relying on the historical-cultural perspective, we had considered the narrative of a teacher and what she shared in the group, analyzing ways of producing knowledge in practices of the teaching of mathematics and learning. The results point to evidence of teacher learning in this movement between collective and singular; the teacher appropriates mathematical concepts and (re)signifies them, constructing new ways of teaching and recording her experiences in the classroom.

Palavras-chave : Collaborative Practices; Teacher Education; Mathematics’ Literacy.

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