Estudio de caso sobre el anális didáctico realizado en un trabajo final de un máster para profesores de matemáticas en servicio

Breda, Adriana; Lima, Valderez Marina do Rosário

doi:10.17583/redimat.2016.1955

Cited by 31 publications

(23 citation statements)

References 22 publications

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“…To carry out observations, a guide was designed based on indicators of suitability for teaching and learning processes of mathematics of the onto-semiotic approach (OSA) (analytical categories). These indicators were based on those proposed by Godino (2011), Font (2015) and Breda and Lima, (2016), and allowed the description of the classroom work that was to be analyzed.…”

Section: Methodsmentioning

confidence: 99%

“…An adequate organization and structuring of criteria are therefore required to categorize and characterize classroom phenomena. The concept of didactic suitability of the Onto-semiotic Approach (OSA) (Godino, Batanero & Font, 2007) is a useful theoretical tool for understanding the processes that occur in the classroom (Breda & Lima, 2016;Breda, Font & Lima, 2015;Breda, Font & Pino-Fan, 2018;Godino, Bencomo, Font, & Wilhelmi, 2006;Morales-López, 2019;. In the specific case of teaching measurement in primary education, Nogueira, Blanco, Rodríguez-Vivero, and Diego-Mantecón (2016) state that the use of Onto-semiotic Approach tools makes it possible "to make more explicit what and how students learn, and what and how mathematics teachers teach in Primary Education" (p.395).…”

Section: Introductionmentioning

confidence: 99%

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Teaching the Topic of Money in Mathematics Classes in Primary School

Vargas

Morales-López²

2019

Acta Sci.

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This study analyzes the teaching of the topic of money in mathematics by a fifth-grade teacher. The research is naturalistic-descriptive and is based on a case study with non-participant observation. Indicators of didactical suitability of the onto-semiotic approach were used (ecological, mediational and cognitive suitability) were used in this analysis. With respect to ecological suitability, the context used by the teacher was related to the daily experiences of her students and she was aware of many aspects of the curriculum. Regarding mediational suitability, the teacher used a variety of technological and manipulative resources. Finally, in the case of cognitive suitability in the development of the various activities, students' previous knowledge and their individual differences were taken into account.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching the Topic of Money in Mathematics Classes in Primary School

Vargas

Morales-López²

2019

Acta Sci.

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“…FONT, 2008, p. 262). Breda and Lima (2016) point out that, a way to carry out a more elaborated reflection, and thus allowing the improvement of the teaching of mathematics, consists of the use of explicit guidelines, such as those that have already been applied in various research projects and teacher training within the framework of the theory of didactic suitability. Specifically, from the OSA, it is considered that the mathematics teacher should know and understand this tool, and acquire competence for its relevant use.…”

Section: Didactical Suitability: a Theoretical-methodological Tool Fomentioning

confidence: 99%

Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas

2018

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Resumen En este artículo se describe, analiza y evalúa la implementación de un diseño formativo para iniciar el desarrollo de la competencia de análisis y reflexión didáctica de futuros profesores de matemáticas de educación secundaria. La planificación de la experiencia, su implementación y evaluación, están basados en la aplicación de herramientas teóricas del enfoque ontosemiótico. En diversas investigaciones apoyadas en este marco se ha desarrollado y aplicado la noción de idoneidad didáctica como una herramienta de reflexión sobre un proceso de estudio. En este sentido, el objetivo principal de la acción formativa que aquí se describe es que los futuros profesores conozcan y sean competentes en la aplicación de dicha herramienta. El escenario de investigación es un curso de máster de formación de profesores de matemáticas de secundaria, en el cual participaron veintisiete estudiantes. La recogida de información se basa en el análisis de: las anotaciones del observador-investigador y profesor-investigador sobre el debate en clase, las grabaciones en audio y las respuestas entregadas por los participantes durante todo el ciclo de diseño. El análisis a priori de la situación didáctica propuesta revela una alta idoneidad epistémica y ecológica; no obstante, las limitaciones del tiempo asignado han condicionado el logro de un nivel de aprendizaje adecuado. Finalmente, el análisis de episodios de clase, usando las herramientas descritas en este artículo, se revela como una estrategia formativa idónea de profesores de matemáticas, aunque debe ser complementada con situaciones focalizadas en el desarrollo de otras competencias didácticas.

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“…The operability of the CDS requires defining observable indicators, which allow to assess the degree of suitability of each of them. In Breda & Lima (2016), Seckel (2016) and a system of indicators is provided that serves as a guide for the analysis and assessment of didactical suitability, which is designed for an instructional process at any educational stage. Each of these criteria is broken down into components and indicators as a rubric, in order to make them operational.…”

Section: The Criteria Of Didactical Suitabilitymentioning

confidence: 99%

Combined Use of the Lesson Study and the Criteria of Didactical Suitability for the Development of the Reflection on the own Practice in the Training of Mathematics Teachers

2019

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This work aims to investigate the development of reflection on the practice in the training of mathematics teachers through the design and implementation of a formative activity that combines the use of Lesson Study and Criteria of Didactical Suitability as a methodological tool to organize the reflection of the teacher. In the first part, it is argued that the combined use of the Lesson Study (LS) and Didactical Suitability (CDS) allows to overcome the limitations and extend the advantages of both methodologies and, in the second, we analyse the role of the Criteria of Didactical Suitability in a Lesson Study experience, before that tool has been taught to the participants in the framework of a training course that combines both methodologies. The results show that the Criteria of Didactical Suitability are present in the reflection carried out by the participants in the Lesson Study, although these criteria have not yet been taught.

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Estudio de caso sobre el anális didáctico realizado en un trabajo final de un máster para profesores de matemáticas en servicio

Abstract: To cite this article: Breda, A., & Lima, V.M.R. (2016). Estudio de caso sobre el análisis didáctico realizado en un trabajo final de un master para profesores de matemáticas en servicio. REDIMAT, 5(1),

Cited by 31 publications

References 22 publications

Teaching the Topic of Money in Mathematics Classes in Primary School

Teaching the Topic of Money in Mathematics Classes in Primary School

Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas

Combined Use of the Lesson Study and the Criteria of Didactical Suitability for the Development of the Reflection on the own Practice in the Training of Mathematics Teachers

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