Criterios de idoneidad didáctica en una clase basada en el Lesson Study

Hummes, Viviane Beatriz; Breda, Adriana; Seckel, María José; Moll, Vicenç Font

doi:10.19053/22160159.v11.n26.2020.10667

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…In the case studied, first of all, we can recognize that the data show that both in phases 1 and 2, the working groups implicitly consider the DSC. This issue was considered a research premise has given to a considerable number of theoretical antecedents that have identified the implicit use of these DSCs in the reflections of teachers or future teachers when they reflect on the teaching practices of mathematics (Hummes et al, 2020;Morales-López & Font, 2019;Seckel et al, 2019Seckel et al, , 2021.…”

Section: Discussionmentioning

confidence: 99%

“…On the one hand, different investigations on the training of mathematics teachers are observed, in which the DSC is used to analyze the implicit use of these criteria in the reflections on teaching and learning practices of mathematics (own or others) (Breda, 2020;Breda et al, 2021;Hummes et al, 2020;Morales-López & Font, 2019;Moreira et al, 2018;Seckel et al, 2019) and, on the other hand, researches are observed on training programs in which the DSC are used as content to explain to organize the teacher's reflection on their own practice, in undergraduate and postgraduate courses (Esqué de los Ojos Font et al, 2017;Giacomone et al, 2018;Godino et al, 2018;Hernández-García & Breda, 2022).…”

Section: Criteria Of Didactic Suitability In/for the Design Of Instru...mentioning

confidence: 99%

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Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots

Seckel

Breda

Farsani

et al. 2022

EURASIA J Math Sci Tech Ed

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The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability-epistemic, cognitive, interactional, mediational, affective, and ecological-and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.

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Section: Discussionmentioning

confidence: 99%

Section: Criteria Of Didactic Suitability In/for the Design Of Instru...mentioning

confidence: 99%

Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots

Seckel

Breda

Farsani

et al. 2022

EURASIA J Math Sci Tech Ed

Self Cite

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“…By treating teaching as an educational act, revealed in movements of individual and collective reflection, as realized in all stages of lesson study (Hummes et al, 2020;Murata, 2011;Ponte et al, 2016;Rincón & Fiorentini, 2017;Richit & Tomkelski, 2020), allowed the participants to more accurately gauge the scope of this activity. In addition, experiences in lesson study led them to understand how teacher action can enhance or support student development.…”

Section: Educational Actionmentioning

confidence: 99%

Meanings of mathematics teaching forged through reflection in a lesson study

Richit

Tomkelski

2022

EURASIA J Math Sci Tech Ed

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This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question "What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?" and based on Isabel Alarcão's (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher's field notes, the participants' logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

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“…Por tanto, es de esperar que, en las fases de planificación, de observación, de reflexión y en la de rediseño orientada a la mejora, los participantes usen de manera implícita muchos de los indicadores y componentes de los ci para hacer valoraciones positivas de algunos aspectos de la experiencia realizada. Por tanto, en una experiencia de ec van a surgir consensos implícitos entre los participantes sobre aspectos que se valoran positivamente, los cuales se pueden reinterpretar en términos de indicadores y componentes de los ci, tal como se evidencia en Hummes, Breda y Seckel (2019) y en Hummes et al (2020).…”

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Representaciones, conocimientos y prácticas curriculares en el campo de la matemática educativa

Hernández¹,

Villanueva²,

Salazar³

et al. 2022

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En el presente volumen se abordan los aspectos fundamentales de la formación profesional de los estudiantes en el campo de la matemática educativa, quienes provienen de diversas disciplinas, y en él encuentran bases pertinentes, adecuadas y orientadas a la docencia y la investigación, como son la construcción representacional de los estudiantes y conocimientos disciplinares específicos, tanto de nivel de licenciatura como de posgrado, acerca de su propia formación y del propio campo al que han decidido integrarse. Esta caracterización se complementa con importantes aspectos de prácticas curriculares que tienen su desarrollo propio desde el punto de vista temático, pero que también aportan contexto a dichas construcciones representacionales y de conocimiento de los estudiantes, desde la conceptuación y práctica de la actualización curricular hasta la base curricular de la formación de docentes en relación con los impostergables procesos de inclusión educativa.

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Criterios de idoneidad didáctica en una clase basada en el Lesson Study

Cited by 7 publications

References 13 publications

Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots

Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots

Meanings of mathematics teaching forged through reflection in a lesson study

Representaciones, conocimientos y prácticas curriculares en el campo de la matemática educativa

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