{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,7,28]],"date-time":"2022-07-28T06:13:28Z","timestamp":1658988808813},"reference-count":32,"publisher":"FapUNIFESP (SciELO)","issue":"57","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"published-print":{"date-parts":[[2017,4]]},"abstract":"<jats:p>Resumo A prova \u00e9 uma atividade que desempenha um papel fundamental na constru\u00e7\u00e3o do conhecimento matem\u00e1tico, raz\u00e3o pela qual adquire relev\u00e2ncia nos programas escolares de Matem\u00e1tica. Admitindo que as conce\u00e7\u00f5es dos professores sobre a prova afetam a forma como ela \u00e9 tratada em sala de aula, procuramos averiguar as conce\u00e7\u00f5es de professores portugueses de Matem\u00e1tica do 3.\u00b0 ciclo do Ensino B\u00e1sico (do 7.\u00b0 ao 9.\u00b0 ano) sobre diferentes aspetos da prova matem\u00e1tica e a influ\u00eancia que a experi\u00eancia profissional tem nessas conce\u00e7\u00f5es. Adotando uma abordagem metodol\u00f3gica mista, recolhemos os dados atrav\u00e9s de um question\u00e1rio, respondido por 72 professores, e de uma entrevista a duas professoras com experi\u00eancias profissionais diferentes. Os resultados revelam que os professores, sobretudo os que t\u00eam menos tempo de doc\u00eancia, consideram que a prova matem\u00e1tica tem uma natureza distinta da de outras disciplinas, \u00e9 uma atividade essencial para a constru\u00e7\u00e3o do conhecimento matem\u00e1tico, tem como fun\u00e7\u00e3o verificar e explicar a veracidade de uma afirma\u00e7\u00e3o e permite desenvolver o racioc\u00ednio e a comunica\u00e7\u00e3o matem\u00e1tica. No que respeita \u00e0 participa\u00e7\u00e3o dos alunos na atividade de provar, s\u00e3o os professores com mais tempo de doc\u00eancia que mais o destacam, o que permite aos alunos perceberem a natureza desta atividade. Em termos curriculares, s\u00e3o os professores com menos experi\u00eancia docente que mais concordam com a presen\u00e7a da prova logo nos primeiros anos, embora salientem que esta atividade s\u00f3 faz sentido em alguns t\u00f3picos program\u00e1ticos.<\/jats:p>","DOI":"10.1590\/1980-4415v31n57a21","type":"journal-article","created":{"date-parts":[[2017,5,3]],"date-time":"2017-05-03T18:11:52Z","timestamp":1493835112000},"page":"430-453","source":"Crossref","is-referenced-by-count":0,"title":["Conce\u00e7\u00f5es de Professores do Ensino B\u00e1sico sobre a Prova Matem\u00e1tica: influ\u00eancia da experi\u00eancia profissional"],"prefix":"10.1590","volume":"31","author":[{"given":"Floriano","family":"Viseu","sequence":"first","affiliation":[{"name":"Universidade do Minho, Portugal"}]},{"given":"Lu\u00eds","family":"Menezes","sequence":"additional","affiliation":[{"name":"Instituto Polit\u00e9cnico de Viseu e CI&DETS, Portugal"}]},{"given":"Jos\u00e9 Ant\u00f3nio","family":"Fernandes","sequence":"additional","affiliation":[{"name":"Universidade do Minho, Portugal"}]},{"given":"Alexandra","family":"Gomes","sequence":"additional","affiliation":[{"name":"Universidade do Minho, Portugal"}]},{"given":"Paula Mendes","family":"Martins","sequence":"additional","affiliation":[{"name":"Universidade do Minho, Portugal"}]}],"member":"530","reference":[{"issue":"50","key":"ref1","first-page":"1012","article-title":"Study on teacher views in relation to argumentation and mathematical proof in school","volume":"28","author":"AGUILAR JUNIOR C. 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