| Project Detail |
Counting on mathematics to foster a generation of empowered students It is not easy for primary school teachers to instil a passion for mathematics in their students. They face challenges in enacting engaging and investigative teaching methods. With the support of the Marie Sklodowska-Curie Actions programme, the LI-PrimaryTeachers project has emerged as a promising solution. This innovative initiative aims to equip in-service primary educators with the tools and knowledge needed to transform mathematics education, fostering a deeper understanding and enthusiasm for the subject. Employing a case study methodology with a qualitative approach, the project will harness data collected through participant observation, video/audio recordings, field notes, and semi-structured interviews. Ultimately, the aim is to elevate mathematics education to new heights, fostering a generation of empowered and critical-thinking students. My research objective is to understand from the perspective of Critical Mathematics Education how in-service primary school teachers using a methodology of landscapes of investigation are involved in the study and development of teaching activities. In order to achieve the general objective of this study, specifically, we propose Objective one (O1): to verify, in the European context, the current scenario of research in mathematics education aimed at training primary school teachers to work with investigative activities; Objective two (O2): to analyse how primary school teachers learn, from a practice of continuing education, to produce activities based on landscapes of investigation and develop them with their students; Objective three (O3): to identify continuing education dynamics that favour primary teacher learning related to the creation of a landscape of investigation in mathematics classes; and Objective four (O4): to analyse changes in the teaching conception of primary school teachers related to mathematics, based on their involvement in continuing education practices and creation of landscapes of investigation. We use a case study methodology with a qualitative approach. To reach (O1), we will conduct a detailed review of the current literature in the European context in mathematics education aimed at training primary school teachers. To achieve (O2), (O3), and (O4), we will analyse teacher engagement in a continuing education practice aimed at Portuguese primary teachers. In this practice, developed in 50 hours, we will explore the creation and development of pedagogical activities based on the landscape of investigation in mathematics classes. The data will be obtained through the formative practice. The method of data collection will be participant observation, using video and audio recording, notes in the researcher’s field notebook, and semi-structured interviews. We will use category content analysis to analyse the data. |
