A documentary work for the teaching of Compound Interest: articulations between resources for solving problem situations in times of pandemic

Authors

DOI:

https://doi.org/10.30612/tangram.v6i1.16871

Keywords:

Documentary Genesis, Compound Interest., Collaborative Work.

Abstract

This article presents an excerpt from a doctoral research, which aimed to characterize the Documentary Genesis of two high school mathematics teachers in a remote collaborative work, due to the Covid-19 pandemic, for the teaching of Compound Interest. The theoretical framework, Documentary Approach of Didactic, involves the continuous process of Documentary Genesis, in which resources, associated with use schemes, are transformed into documents. Considering the concept of documentary trajectory, we tried to understand the evolution of documentary work overtime. The research was structured in four professional situations: reflection situation, training situation, implementation situation and confrontation situation and, in this article, the situations of implementation and confrontation of classes related to one of the teachers, through the Classroom GeoGebra articulated with Google Classroom, in the resolution of problem situations are emphasized. Thus, it was possible to make inferences about the evolution of the teacher's documentary work and her professional improvement.

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Author Biographies

Celina Aparecida Almeida Pereira Abar, PUC-SP

Docente na PUC- SP

Chrystian Bastos de Almeida, Secretaria da Educação do Estado da Bahia (SEC-BA) Irará, Bahia

Doutorado pela PUC-SP e professor da Secretaria da Educação do Estado da Bahia (SEC-BA)

Irará, Bahia.

References

Abar, C. A. A. P. (2019). Articulações teóricas sobre a Abordagem Documental do DidáticoTheoretical articulations on the documentary approach of didactics. Educação Matemática Pesquisa: Revista do Programa de Estudos Pós-Graduados em Educação Matemática, [s.l.], v. 21, n. 5, pp. 217-229. Portal de Revistas PUC- SP. http://dx.doi.org/10.23925/1983-3156.2019v21i5p217-229.

Dias, A. O., Almeida, C. B. & Abar, C. A. A. P. (2021). Estado de conhecimento sobre a Abordagem Documental do Didático em pesquisas na Língua Portuguesa. Revista de Ensino de Ciências e Matemática, v. 12, n. 1, pp. 1-25.

Gueudet, G. & Trouche, L. (2009). Towards new documentation system for mathematics teachers? The International Journal on Mathematics Education- ZDM, Springer, v. 71, pp. 199-218.

Gueudet, G. & Trouche, L. (2010). Des ressources aux documents, travail du professeur et genèses documentaires. In: Gueudet, G. & Trouche, L. (dir.), Ressources vives. La documentation des professeurs en mathématiques, 57-74, INRP et PUR.

Gueudet, G. & Trouche, L. (2015). Do trabalho documental dos professores: gêneses, coletivos, comunidades: o caso da Matemática. Em teia, 6(3). Tradução de Katiane de Moraes. https://periodicos.ufpe.br/revistas/emteia/article/view/2243.

Pinto, C. L. L. & Leite, C. (2014). Trabalho Colaborativo: um conceito polissêmico. Conjectura: Filos. Educ., Caxias do Sul, v. 19, n. 3, pp. 143-170.

Rocha, K. M. (2019). Une étude des effets du travail documentaire et collectif sur le développement professionnel des enseignants de mathématiques: apport des concepts d’expérience et de trajectoire documentaires. [Tese (Doutorado) – Curso de Didactique Des Mathématiques, Ecole Normale Supérieure de Lyon]. https://tel.archives-ouvertes.fr/ tel-02399664/document.

Trouche, L., Gueudet, G. & Pepin, B. (2018). The Documentational approach to didactics. In: S. Lerman (Ed.), Encyclopedia of Mathematics Education. Online first, N.Y.: Springer.

Trouche, L., Gueudet, G., Pepin, B., Rocha, K., Assis, C. & Igliori, S. (2020). A Abordagem Documental do Didático. DAD-Multilingual. https://hal.archives-ouvertes.fr/hal-02664943/document.

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Published

2023-04-01

How to Cite

Abar, C. A. A. P., & Almeida, C. B. de. (2023). A documentary work for the teaching of Compound Interest: articulations between resources for solving problem situations in times of pandemic. TANGRAM - Revista De Educação Matemática, 6(1), 142–161. https://doi.org/10.30612/tangram.v6i1.16871

Issue

Vol. 6 No. 1 (2023)

Section

Article

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