English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper presents the itineraries of two studies on Doctoral level conducted in contexts of cooperation with Mathematics teachers. The purpose of this work is to analyze how the format of collaborative organization of the groups performing the studies contributed to the learning of becoming a teacher and the development of inclusive practices in the teaching of Mathematics. The authors of this article are supervisors of the groups involved. Both studies here analyzed are characterized as action research. The results of the studies we deal with in this paper reveal the potentiality of the format of collaborative organization for both groups, which made it possible a change in the practice of the teachers through the communication, experience sharing and reflection about their own practice. Participating teachers then started to learn collaboratively how to teach Mathematics and devise teaching strategies in the perspective of inclusion based on the studies they had conducted.

TRAJETÓRIAS DE PESQUISAS EM CONTEXTOS DE COLABORAÇÃO COM PROFESSORES QUE ENSINAM MATEMÁTICA