Analysis of an Early Elementary School Teacher Reflections Participating in the Education Observatory about her Practice

Abstract

This article aims to present the analysis of the reflections, regarding the practice itself, of a teacher participating in a formative process regarding the fractions subject, with emphasis on a quotient situation involving equivalence of fractions. This study was developed under the Education Observatory Program. In order to do so, we observed the information produced in four moments and attempted to analyze, in the light of Schön's theory, mainly the reflection on the action, the interpretations that the teacher made of her professional practice; and, based on Serrazina, the relations of her knowledge with the reflections she made. Throughout the development process, we noticed that the establishment of a space for collective discussions helped (re)-signify the knowledge to teach fractions. We believe that the development course has contributed to enlarge the teacher's reflection, guiding her to realize and work on her weaknesses, and to reinforce her strengths. The latter were enlarged by the investigative attitude about the diversity of methodological procedures that can be used in when teaching fractions.

Keywords:
Development; Education Observatory; Practice; Early years; Fraction