elementos de ligação - educação matemática 2

8/10/2019 Elementos de Ligao - Educao Matemtica 2

1/14

Elementos de ligao(advrbios/conjunes)

Palavras que unem frases e ideias. Podem indicar: Adio:

We are seeing the events through the eyes of a teacher who is

encouraged by the editor and the fellow teachers to expresshis or her motives, intentions, anxieties, and evaluations quiteexplicitly. Moreover, the writers are encouraged to writeabout surprises, shocks, disappointments, and other eventswhere their intentions and their accomplishments wereincongruent.

In the language of the National Board for Professional TeachingStandards (1992), teachers must know and be able to do. Andin addition to knowing, he or she must be capable ofperforming, of engaging in the practices necessary totransform the vision and the conception into action.


2/14


3/14


Contraste: I have neither an illusion nor a hope that case writing and

case-based teaching could serve as a sufficient vehicle for

educating teachers. Butafter more than 15 years of workwith teachers in writing such cases and of research instudying their impact, I am convinced that they can play acentral role in any serious design of instruction for

teacher education. We thought it would be important to let students practice

developing maps before they were required to producethem. However, students had much more difficultydesigning the maps than he had anticipated.


4/14


We have been particularly caught between conceptions of theindividual teacher and his or her learning on the one hand, andthe community of teachers on the other hand, as ourfundamental unit of analysis.

Although he enjoyed teaching, he spent several years going toschool pursuing higher degrees.

Rather than attempt to repair our older models, we approachedthe challenge of developing a new conceptual scheme from afresh starting point.


5/14


As of the end of 2008, an estimated 1.2 million persons, 13 yearsof age and older, in the United States were infected and livingwith HIV, while20% had HIV but were unaware of their status.

In contrast to most business school cases, which are written byprofessional case writers or academicians, however, ours arewritten by teachers who engage in a guided, collaborativedevelopmental process.


6/14

Elementos de ligao

(advrbios/conjunes)

but

(mas)

Yet, / Still,

Nevertheless,

Despite / In spite of...

(apesar disso,/ apesar

de...)

Although,

though...

(embora)

On the one hand

(Por um lado)

On the other hand

(Por outro lado)

However,

(Entretanto,)

rather than...

instead of...(ao invs de.../

em vez de...)

while

whereas(enquanto)

In contrast [to/with]

Unlike...Different from...

(ao contrrio de...)


7/14

Elementos de ligao

(advrbios/conjunes)

Causa/Consequncia:

Teachers may be stimulated to write cases about their work so

that they can learn from one another. All the teachers agreed that, although they were very busy with

the pace of day-to-day teaching, it was important to have anopportunity to step back and reflect in the midst of theirteaching, so they could immediately try new things and discusswhat happened with their colleagues.

All of the prescriptions for antibiotics did not specify the durationof therapy and thereforewere considered inappropriate.


8/14

Elementos de ligao

(advrbios/conjunes)

Sinceveternas and novices can draw from their experience during acase analysis, there is real potential that a series of case discussionscan impact a teacherspractice.

so

(por isso)

Therefore, / Thus,

Because of [this/that],For [this/that] reason,

Consequently,

As a result,

(Portanto,)

since

(visto que)

because

(porque)

so that

(a fim de que)


9/14

Elementos de ligao

(advrbios/conjunes)

Tempo:

I will now illustrate the application of these theoretical constructsto the case of Jerry, a teacher who participated in a program tofoster FCL teaching of middle school science. I begin bycharacterizing Jerry and his context, using the features outlinedearlier as my guidelines.

Next, I characterize the forms of FCL that we were implementing,

again in terms of those features. I then describe how Jerryresponded to the various forms of individual and groupinterventions designed to guide and support his changedpractice. Finally, I will interpret the impact (and lack thereof) ofour efforts in terms of the model of teacher learning.


10/14

Elementos de ligao

(advrbios/conjunes)

First[ly], / To

start with,

(Primeiramente)Second[ly],(Em segundo

lugar,)

Then, / Next, /

After that, /

Afterewards,(A seguir,)

Finally,(Finalmente)

formerly,

(no passado)

nowadays, /

currently

(atualmente)

before / prior

to...

(antes de)

after...

(depois que/de)

the former

(o primeiro)

the latter

(o segundo)

when

(quando)

while

(enquanto)


11/14

Elementos de ligao

(advrbios/conjunes) Exemplificao:

Imquite anxious to have an opportunity to try something different . . . just likea scientist has to try lots of things before finding something to grab on to.

Accomplished learning and teaching depend on the provision of adequateresources such as mentoring, staff development, curriculum and associatedmaterials, instruments and models of assessment, additional personnel,computers, physical space for groupings and rotations, etc.

for example, / for instance, / e.g. / i.e.

(por exemplo)

such as like

(tal como) (como)


12/14

Elementos de ligao

(advrbios/conjunes)

Concluso:

In conclusion, the analysis of teacher learning in our efforts has

moved from a concern with individual teachers and their learningto a conception of teachers learning and developing within abroader context of community.

In short, / In conclusion, / In summary, /Finally, / To sum up,

(Finalmente,)


13/14

Elementos de ligao

(advrbios/conjunes)

nfase:

Jerry participated in a number of research projects during the

past few years. Indeed, one of the reasons he joined this projectwas the opportunity to interact with university colleagues.

As a matter of fact, / In fact, / Actually, /Indeed,

(De fato, / Na verdade,)


14/14

Elementos de ligao

(advrbios/conjunes)

Comparao:

Hypoglycemia may increase the risk of dementia in older patients

with type 2 diabetes, according to the results of a study publishedonline on June 10, 2013, in JAMA Internal Medicine. Likewise,dementia patients with type 2 diabetes are more likely toexperience episodes of hypoglycemia.

In the same way, / Likewise, / Similarly, /

Correspondingly,

(Da mesma forma,)

elementos de ligação - educação matemática 2

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