@misc{10481/73429,
year = {2022},
month = {2},
url = {http://hdl.handle.net/10481/73429},
abstract = {This article presents the first intervention cycle of a design-based research
program on teacher professional development. The study aims to
understand how the formative process helped teachers to understand what
algebraic thinking means and how to work with it in the early years. Data
analysis was based on three principles of design: teacher’s role and
actions, professional learning tasks for teachers, and discursive
interactions among participants. The results suggest that these design
principles contributed to teachers’ understanding of the meaning of
algebraic thinking and how to promote it in elementary students.},
abstract = {Este artículo presenta el primer ciclo de intervención de una investigación
basada en el diseño del desarrollo profesional docente. Su objetivo es
comprender cómo el proceso formativo ayudó a los maestros a
comprender qué significa el pensamiento algebraico y cómo trabajar con
él en los primeros. El análisis de datos se basó en tres principios de
diseño, papel y acciones del formador de docentes, tareas de aprendizaje
profesional para los docentes e interacciones discursivas entre los
participantes. Los resultados sugieren que los principios de diseño
contribuyeron a la comprensión del significado del pensamiento
algebraico y cómo promoverlo en los estudiantes de primaria.},
organization = {FCT - Fundação para a Ciência e a
Tecnologia UIDB/04107/2020},
publisher = {Universidad de Granada},
keywords = {Algebraic thinking},
keywords = {Discursive interactions},
keywords = {Early algebra},
keywords = {Professional development},
keywords = {Professional learning tasks},
keywords = {Teacher educator},
keywords = {Álgebra temprana},
keywords = {Desarrollo  profesional},
keywords = {Formador de docentes},
keywords = {Interacciones discursivas},
keywords = {Pensamiento algebraico},
keywords = {Tareas de aprendizaje profesional},
title = {Towards an approach to teachers' professional development: how to work with algebraic thinking in the early years},
doi = {10.30827/pna.v16i2.22234},
author = {N. Ferreira, Miriam Criez and Da Ponte, João Pedro and Ribeiro, Alessandro Jacques},
}