Conhecimento especializado do conteúdo sobre números racionais: um estudo com professores portugueses dos 1.º e 2.º ciclos do ensino básico

Catarina Vasconcelos Gonçalves; Alexandra Gomes

doi:10.34624/id.v17i2.39276

Authors

Catarina Vasconcelos Gonçalves inED - Centro de Investigação e Inovação em Educação, Escola Superior de Educação do Instituto Politécnico de Viana https://orcid.org/0000-0002-7943-0729 (unauthenticated)
Alexandra Gomes CIEC/ IE, Universidade do Minho http://orcid.org/0000-0002-5208-570X (unauthenticated)

DOI:

https://doi.org/10.34624/id.v17i2.39276

Keywords:

Specialized Knowledge of Content (SKC), Numbers and Operations, Elementary School

Abstract

This article presents research that analyzes the Specialized Content Knowledge (SCK) of Portuguese teachers from the 1st and 2nd Cycles of Basic Education, focusing on the topic of rational numbers. To study this dimension of mathematical knowledge for teaching, a mixed methodological approach was adopted. 61 teachers participated in the study. For data collection, a set of multiple-choice questions related to the topic of Numbers were used, originally developed by the research group at the University of Michigan (USA) within the scope of the Learning Mathematics for Teaching project, later translated and validated for the Portuguese context. Interviews were also conducted with selected teachers. The central question of the research was: How do Portuguese teachers perform in questions about rational numbers that require specialized content knowledge?
The results reveal that the participating teachers show difficulties in solving questions that require SCK. Their responses often reveal an approach based on the application of rules and procedures or on examples, to the detriment of a deeper conceptual understanding of the content involved.

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