Proposições para a formação de professores de matemática na perspectiva do ensino híbrido
Favoring de mathematics learning is a challenge for many teachers. To make possible new perspectives to favor learning pass through the teachers formation, in the sense of constructing ways to discuss the teaching practice and the teaching and learning processes. From this perspective, we present th...
| Autor principal: | Almeida, Adriana Neves de |
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| Grau: | Outro |
| Idioma: | por |
| Publicado em: |
Instituto Federal do Amazonas
2018
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.ifam.edu.br/jspui/handle/4321/274 |
| Resumo: |
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Favoring de mathematics learning is a challenge for many teachers. To make possible new perspectives to favor learning pass through the teachers formation, in the sense of constructing ways to discuss the teaching practice and the teaching and learning processes. From this perspective, we present the organization of a mathematics teachers course that is based on blended teaching and using the Khan Academy Adaptive Platform. With this, we also aim to show that blended teaching can be used in teacher education processes, as a methodological. The course is 20 hours workload and is structured in six formative meetings. Each meeting presents a schedule of activities that details all the actions that must be carried out by the trainer / participant. The intention is that this material will facilitate educational professionals, such as pedagogues and teachers of mathematics degree courses, to implement formative processes based on blended teaching. |