Researching Modelling by Mathematics Teacher Educators: Shifting the Focus onto Teaching Practices

Rojas, Francisco; Montenegro, Helena; Goizueta, Manuel; Martínez, Salomé

doi:10.1007/978-3-030-62408-8_19

Cited by 6 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because I can talk a lot, but it also has to do with the way I work, reflect, make what I want explicit in some way, that link I want between advanced mathematics courses and what has to be taught in secondary education" (F5). This could be related to the modeled instruction connections pointed out by Wasserman (2018), and already studied by, for instance, Rojas et al (2021), where teacher educators try to establish connections with secondary education through their own educational practices.…”

Section: Teacher Educator F5mentioning

confidence: 76%

“…In regards to the modeled instruction connections (Wasserman, 2018), which refer to the establishment of connections through the teaching practice itself, there are extensive studies and references made by many authors (Marshman, 2021;Rojas & Deulofeu, 2015;Rojas et al, 2021;Ticknor, 2012) pointing out the influence that teacher educators' classroom practices have in prospective teachers' future teaching practices. Many times this influence hinders the application of what is learned in methodology courses during teacher training.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Connections Identified by Teacher Educators Between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future

Ángeles¹,

Ochoviet²,

Molfino³

2022

INT ELECT J MATH ED

View full text Add to dashboard Cite

The relationship between the mathematics taught in teacher training and the mathematics demanded in teaching practices is an issue that has been problematized for many years in the field of Mathematics Education. Nonetheless, recent studies show it is still a focus of interest in the field. In this study, we have identified different connections that teacher educators are able to establish between the mathematics they teach and that which their students, prospective mathematics teachers, will have to teach eventually. We have conducted an in-depth case study and have identified that teacher educators establish content connections, modeled instruction connections, and disciplinary practice connections. Furthermore, we have reported the main difficulties that arise in establishing these connections. Additionally, we have identified a new type of connection, which we call professional practice connections.

show abstract

Section: Teacher Educator F5mentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Connections Identified by Teacher Educators Between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future

Ángeles¹,

Ochoviet²,

Molfino³

2022

INT ELECT J MATH ED

View full text Add to dashboard Cite

show abstract

“…Based on modelling strategies (Rojas et al, 2021), the teacher educator includes different didactic desings for teaching geometry within the content of the initial training, specifically in relation to the definition of the polygon, as observed in Figure 3: Finally, we have observed a trend towards the development of professional identity in PPTs during initial training in parallel with the rest of the training activities. Other authors account for this phenomenon (Lave, 1988).…”

Section: Figure 2 Activity On Polygon Classification (Ii)mentioning

confidence: 83%

The Challenge of the Initial Training of Mathematics Teachers: Knowledge, Practice, and Identity

Pascual¹,

Martín²

2022

Education and New Developments 2022 – Volume I

View full text Add to dashboard Cite

"In this research we pretend to answer the question: how is the initial training of mathematics teachers in the field of geometry? We argue that it is especially relevant to examine the content of mathematics teacher training in order to improve training processes. For this, we have analyzed training tasks and their management by the teacher educator about polygons, the construction of the definition and different classifications. The results show the variety of knowledge that is combined in this stage, including professional knowledge, professional practices and professional identity, providing evidence of theoretical advances in the field."

show abstract

“…Interpretamos que se puede movilizar KMT (estrategias, técnicas, tareas y ejemplos) en tanto que la actividad que los EPM vivencian en el aula formativa puede ser trasladada a Educación Primaria, actuando el formador como modelo de profesor en el sentido de modelling (Rojas et al, 2021). La invitación del formador a evaluar la actividad en términos del aprendizaje de los alumnos sitúa el foco del conocimiento potencialmente movilizado en las ventajas o limitaciones de las aproximaciones inductivas para el aprendizaje de las matemáticas (KFLM, teorías de aprendizaje).…”

Section: Evolución En El Conocimiento Didáctico Del Contenido Moviliz...unclassified

Tareas en la formación inicial de maestros para la construcción de conocimiento especializado para la enseñanza de las matemáticas

Martín

Climent

Valcarce³

et al. 2023

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

View full text Add to dashboard Cite

La formación inicial de maestros, en relación con la enseñanza de las matemáticas, constituye un reto que debe afrontarse desde los resultados de investigación sobre conocimiento profesional propios del área. Estas investigaciones han permitido desarrollar un modelo sobre el conocimiento especializado del profesor de matemáticas que puede usarse para estructurar programas y tareas de formación de profesores. Nuestro objetivo es reflexionar sobre la evolución de las tareas formativas propuestas en un curso de didáctica de la geometría en el Grado de Maestra/o de Primaria, como consecuencia de la transferencia de resultados de investigación. El foco de la tarea se sitúa en la construcción de la definición de polígono y en la ejemplificación como herramienta de enseñanza. Realizamos un análisis de contenido del diseño e implementación de la tarea en dos momentos (con datos de la videograbación y producciones de los estudiantes para maestro). Se constata que la movilización de conocimiento didáctico del contenido es más evidente en el segundo momento de implementación, en parte por el papel del análisis de un video de una clase real de Primaria. Los resultados ponen de manifiesto la importancia de una mirada teórica sobre el conocimiento que se pretende construir con las tareas formativas.

show abstract

Researching Modelling by Mathematics Teacher Educators: Shifting the Focus onto Teaching Practices

Cited by 6 publications

References 21 publications

Connections Identified by Teacher Educators Between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future

Connections Identified by Teacher Educators Between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future

The Challenge of the Initial Training of Mathematics Teachers: Knowledge, Practice, and Identity

Tareas en la formación inicial de maestros para la construcción de conocimiento especializado para la enseñanza de las matemáticas

Contact Info

Product

Resources

About