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|Type:||Artigo de periódico|
|Title:||Challenges And Potentialities Of Writing In The Professional Development Of Mathematics Teachers [desafios E Potencialidades Da Escrita Na Formação Docente Em Matemática]|
|Abstract:||The purpose of this study was to obtain relevant insights into how students on a course for future mathematics teachers react to the experience of participating in a mathematics discipline which emphasizes the written register of thoughts and ideas occurring during the learning process. The guiding questions in the research were: what are the significant contributions of the presence of different forms of communication (with special emphasis on written communication) in a course of geometry with regard to the training and professional development of the future mathematics teacher? How is a professional identity constituted in this process? Narrative inquiry was chosen as the research method, based upon ethnographic register interviews, written reports and e-mails. The research, based on historical and cultural studies, was initiated in 2003 and lasted until 2005. This text presents one of the written training narratives highlighting important aspects of the presence of writing in the personal and professional preparation of the teacher.|
|Appears in Collections:||Unicamp - Artigos e Outros Documentos|
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