The interest of teachers for inclusive Mathematics teaching: a discussion from an online course
Keywords:
Elementary School, Inclusive Education, Special Education, Teacher EducationAbstract
For this article, we consider the reflections generated with the implementation of the National Policy on Special Education in the perspective of Inclusive Education of 2008 to propose the objective of discussing how the interest in a more inclusive Mathematics teaching is manifested in teachers who teach for the early years of Brazilian elementary education. This article analyzes data that was produced at the time of registration and completion of an online course offered from March to July 2021 for teachers who teach the initial years of elementary school in the context of the "FormAção" Program of SBEM. By assuming interest as a complex construct that influences the professional development of the teacher, we identify the need for further studies on the path that takes place between a situational interest, characterized as ephemeral and transitory, and an individual interest, which in turn it is more continuous and stable, regarding educational inclusion, particularly in relation to students supported by Special Education.
Downloads
References
Brasil. (1996). Lei 9.394 pela qual se estabelecem as diretrizes e bases da educação nacional. Congresso Nacional.
Brasil. (2008). PolÃtica Nacional de Educação Especial na perspectiva da Educação Inclusiva. BrasÃlia, DF: Secretaria de Educação Especial, Ministério da Educação.
Canassa, V., & Borges, F. A. (2020). A constituição do papel do professor que ensina matemática na educação inclusiva: uma análise a partir da legislação brasileira. Revista de Educação, Ciência e Tecnologia, 1(1), 7-28.
Ekstam, U., Korhonen, J., Linnanmäki, K., Aunio, P. (2017). Special education pre-service teachers’ interest, subject knowledge, and teacher efficacy beliefs in mathematics. Teaching and Teacher Education, 63, 338-345.
Esquincalha, A. C., & Pinto, G. M. F. (2018). Mapeamento das dissertações sobre diversidade, diferença e inclusão produzidas no mestrado profissional em matemática em rede nacional. Perspectivas da Educação Matemática, 11(27), 667-684.
Frenzel, A., Pekrun, R., Dicke, A., & Goetz, T. (2012). Beyond quantitative decline: conceptual shifts in adolescents’ development of interest in mathematics. Developmental Psychology, 48(4), 1069-1082.
Hidi, S. & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383-409.
Long, J. F. & Hoy, A. W. (2006). Interested instructors: a composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303-314.
Middleton, J. A., Jansen, A., & Goldin, G. A. (2016). Motivation. In G. A. Goldin, M. S. Hannula, E. Heyd-Metzuyanim, A. Jansen, RT. Kaasila, S. Lutovac, P. Di Martino, F. Morselli, J. A. Middleton, M. Pantziara, Q. Zhang. Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An overview of the field and future directions. ICME-13 Topical Surveys. SuÃça: Springer Open, pp. 17-26.
Pavanello, R. M., Nogueira, C. M. I., & Oliveira, L. A. (2013). Formação continuada de professores licenciados em matemática tematizando os conteúdos dos anos iniciais. In VII Congresso Ibero-americano de Educação Matemática – CIBEM. Montevideo, Uruguai.
Penteado, M. G., & Marcone, R. (2019). Inclusive mathematics education in Brazil. In D. Kollosche, R. Marcone, M. Knigge, M. G. Penteado, & O. Skovsmose. (Eds.). Inclusive mathematics education: state-of-the-Art research from Brazil and Germany. SuÃça: Springer. pp. 7-12.
Renninger, K. A. (2009). Interest and identity development in instruction: an inductive model. Educational Psychologist, 44(2), 105-118.
Renninger, K. A. & Hidi, S. (2002). Student interest and achievement developmental issues raised by a case study. In A. Wigfield, J. Eccles (Eds.). Development of achievement motivation. Academic Press, Nova York, pp. 173-195.
Renninger, K. A. & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184.
Santos, P. C., Thiengo, E. R., & Santos Junior, C. L. (2016). Os professores dos anos iniciais e sua relação com a matemática. In XII Encontro Nacional de Educação Matemática - ENEM (pp. 1-12). São Paulo: UNICSUL.
Sociedade Brasileira de Educação Matemática – SBEM (2020). Edital SBEM-DNE 01/2020. Formação continuada em serviço para professores da educação infantil e dos anos iniciais do ensino fundamental. Programa – SBEM – Formação.
Schiefele, U., Streblow, L., & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for Educational Research Online, 5(1), 7-37.
Trautwein, U., Ludtke, O., Marsh, H., Koller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: using group composition and status to predict self-concept and interest in minth-grade mathematics. Journal of Educational Psychology, 98(4), 788-806.
Viana, E. A., & Manrique, A. L. (2018). A educação matemática na perspectiva inclusiva: investigando as concepções constituÃdas no Brasil desde a década de 1990. Perspectivas da Educação Matemática, 11(27).
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
