In Service Education in Mathematics for Basic School Teachers in a context of implementing curricular innovations
DOI:
https://doi.org/10.21713/2358-2332.2012.v8.230Keywords:
Mathematics Education. In-Service Teacher Education. Innovations and Curriculum Development. Transforming Classroom Practice.Abstract
The purpose of this study was to analyze reflections on teaching practice undertaken by a group of 15 mathematics teachers in the context of studying the curricular innovations currently implemented in public basic education schools. This research, developed as part of the Observatory of Education project, was guided by the question: “the discussion of curricular innovations favors the reflection of teachers about their teaching practice in a manner that promotes changes?" Results indicated that teachers achieved some level of reflection, but to analyze changes in their practices it would be essential to observe what is going on in the classroom. It is worth mentioning that the reflections on teaching practice were accompanied by arguments about the relevance and validity of the initiative to implement a new basic curriculum in schools located in the state of São Paulo.
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Published
2012-03-31
How to Cite
ANGÉLICA DA FONTOURA GARCIA SILVA, R. C. P. T. M. M.; CAMPOS, T. M. M.; GARCIA SILVA, A. da F. In Service Education in Mathematics for Basic School Teachers in a context of implementing curricular innovations. Brazilian Journal of Graduate Studies, Brasília, DF, v. 8, n. 2, 2012. DOI: 10.21713/2358-2332.2012.v8.230. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/230. Acesso em: 3 jul. 2026.
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