{
"id": "https://doi.org/10.6084/m9.figshare.5245411.v1",
"doi": "10.6084/M9.FIGSHARE.5245411.V1",
"url": "https://figshare.com/articles/journal_contribution/Base_de_conhecimento_de_professores_de_matem_tica_do_gen_rico_ao_especializado/5245411/1",
"types": {
"ris": "RPRT",
"bibtex": "article",
"citeproc": "article-journal",
"schemaOrg": "ScholarlyArticle",
"resourceType": "Journal contribution",
"resourceTypeGeneral": "Text"
},
"creators": [
{
"name": "Jeferson Gomes Moriel Junior",
"affiliation": [],
"nameIdentifiers": []
},
{
"name": "Wielewski, Gladys Denise",
"nameType": "Personal",
"givenName": "Gladys Denise",
"familyName": "Wielewski",
"affiliation": [],
"nameIdentifiers": []
}
],
"titles": [
{
"title": "Base de conhecimento de professores de matemática: do genérico ao especializado"
}
],
"publisher": {
"name": "figshare"
},
"container": {},
"subjects": [
{
"subject": "Education"
}
],
"contributors": [],
"dates": [
{
"date": "2017-07-26",
"dateType": "Created"
},
{
"date": "2017-07-26",
"dateType": "Updated"
},
{
"date": "2017",
"dateType": "Issued"
}
],
"publicationYear": 2017,
"identifiers": [],
"sizes": [
"1088847 Bytes"
],
"formats": [],
"rightsList": [
{
"rights": "Creative Commons Attribution 4.0 International",
"rightsUri": "https://creativecommons.org/licenses/by/4.0/legalcode",
"schemeUri": "https://spdx.org/licenses/",
"rightsIdentifier": "cc-by-4.0",
"rightsIdentifierScheme": "SPDX"
}
],
"descriptions": [
{
"description": "p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 9.0px 'Times New Roman'; color: #1a1919} Several researchers are based on the premise that there is a knowledge basis necessary to teaching to validate a corpus of knowledge mobilized in the Teacher’s practice, aiming at their incorporation into Teacher’s preparation courses, giving rise to di erent models to describe such set of knowledge. However, the most widespread models in the literature are generic and do not relate to a particular discipline, such as Physics, Biology, Geography or Mathematics. This article aims to discuss the current state of development of theoretical perspectives on the knowledge necessary for a mathematics Teacherr. To do so, an analytical-interpretative study was performed of three theoretical models, starting from the generic and culminating in the specialized, that are: the typology of Lee Shulman, the Mathematical Knowledge for Teaching and the Mathematics Teacher’s Specialized Knwledge. The results indicate that Mathematics Teacher’s Specialized Knwledge - its two domains, its six subdomains and nuclear beliefs - is the theoretical model that responds in greater depth, clarity and internal consistency the question: what is the set of specialized knowledge that is necessary to develop a mathematics Teacher? This theoretical model reinforces that being a mathematics Teacher requires the construction of a range of knowledge that is highly specialized, which in turn implies an equally specialized training, in the valuation of the profession and in the creation / maintenance of adequate conditions of preparation and work.
",
"descriptionType": "Abstract"
}
],
"geoLocations": [],
"fundingReferences": [],
"relatedIdentifiers": [
{
"relationType": "IsIdenticalTo",
"relatedIdentifier": "10.6084/m9.figshare.5245411",
"relatedIdentifierType": "DOI"
}
],
"schemaVersion": "http://datacite.org/schema/kernel-4",
"providerId": "otjm",
"clientId": "figshare.ars",
"agency": "datacite",
"state": "findable"
}