Processes of negotiation of meanings on algebraic thinking in a community of practice of preservice mathematics teacher education

Authors

  • Márcia Cristina de Costa Trindade Cyrino Universidade Estadual de Londrina – Departamento de Matemática e Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática (PECEM/UEL). Rodovia Celso Garcia Cid (Pr 445 Km 380), Campus Universitário. Cx Postal 6001 – CEP: 86051-990 – Londrina – PR.
  • Janaina Soler Caldeira Universidade Estadual de Londrina – Departamento de Matemática e Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática (PECEM/UEL). Rodovia Celso Garcia Cid (Pr 445 Km 380), Campus Universitário. Cx Postal 6001 – CEP: 86051-990 – Londrina – PR.

Keywords:

mathematics education, pre-service mathematics teacher’s education, community of practice, algebraic thinking.

Abstract

We presented in this paper results of a research which aimed to investigate how the community of practice context of pre-service mathematics teacher education collaborates for learning on algebraic thinking by these future teachers. We analyzed, taking into account the Social Theory of Learning developed by Wenger (1998) as a theoretical frame, processes of negotiation of meanings present in participants' algebraic thinking in the development of tasks in one of the actions of the project "Mathematical Education of Teachers of Mathematics" inside the program "Universidade sem Fronteiras". This analysis allowed us to define some forms of member participation and explicit reification of algebraic thinking, due to some interactions in the processes of negotiation of meanings, which revealed changes in the identity of participants in become teachers of mathematics.

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Published

2016-07-13

How to Cite

Cyrino, M. C. de C. T., & Caldeira, J. S. (2016). Processes of negotiation of meanings on algebraic thinking in a community of practice of preservice mathematics teacher education. Investigations in Science Education, 16(3), 373–401. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/217

Issue

Vol. 16 No. 3 (2011): December of 2011

Section

Artigos

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