Creating Opportunities of Professional Learning for Teachers: discursive interactions in a formative process

Abstract

In order to comprehend how the professional learning opportunities of the teacher who teaches mathematics are constituted, the article proposed to understand how discursive interactions between teachers participating in a continuous formation process promote opportunities for them to learn about the teaching of patterns and regularities. The data of this qualitative-interpretative study include video and audio recordings of the meetings; archives of the tasks; and formation registers. The organization of tasks and the implemented dynamics in the collective discussions made possible the moments of dialogical communication, privileging the exploratory pedagogical speech, linked to an exploratory mathematical discourse, as well as favored the mathematical and didactic discussions, with arguments that articulate the professional knowledge approached. To refine the capacity to recognize forms of discourse and to motivate them or to answer them contributes to professional teaching development.

Mathematical Teaching; Continuous Formation of Teachers; Model of Professional Learning Opportunities for Teacher; Discursive Interactions; Standards and Regularities