Keli Cristina Conti|Dione Lucchesi de Carvalho|Carolina Carvalho
Teachers’ professional development maximized by collaborative context for teaching and learning statistics
Hospital de Clínicas da Unicamp|Hospital de Clínicas da Unicamp|University of Lisbon
article seeks systematize reflections resulting doctoral research aimed understand process professional development perspective statistical literacy collaborative contexts showing evidences professional development members group teachers future teachers early childhood education initial years elementary school based qualitative approach case study group estatisticando although writing sharing experiences participants requirements process happened became powerful extending beyond group meetings resulting publication narrative texts article participations events therefore professional development one group members detailed narratives analysis collaborative context created study group journey also showed teachers future teachers investigate practice develop professionally keywords statistics study teaching teacher professional development collaborative group literacy normal 0 21 false false false ptbr xnone xnone