Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity

Sánchez, Alicia; Moll, Vicenç Font; Breda, Adriana

doi:10.1007/s13394-021-00367-w

Cited by 26 publications

(19 citation statements)

References 33 publications

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“…The teacher must have the ability to promote mathematical skills for a successful future of children in society. Thus, understanding the TPACK of future teachers is imperative in order to achieve these goals [51][52][53][54].…”

Section: Discussionmentioning

confidence: 99%

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

2021

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The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second year of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. Three instruments with situations involving the quadratic function were created to determine students’ knowledge. They were also asked to design their own situation to teach an element linked to this topic, which was then shared and evaluated by their peers. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

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Section: Discussionmentioning

confidence: 99%

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

2021

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“…Para este estudo, foram considerados 117 DFM, correspondentes ao ano letivo de 2020-2021 e, para a sua análise, foram seguidas etapas semelhantes às utilizadas por [35], que são descritas a seguir.…”

Section: Análise De Conteúdounclassified

Reflexão de uma futura professora sobre o ensino de álgebra através da modelagem matemática

2021

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Há um amplo consenso sobre a importância de trabalhar as competências matemáticas em todos os níveis de ensino, entre os quais se destaca a modelagem matemática. Dada a sua relevância como ferramenta para a resolução de problemas de contextos reais, este artigo aborda esta competência na perspectiva da reflexão de uma futura professora de matemática. Nesta linha, analisa-se a reflexão feita por uma futura professora em sua Dissertação Final de Mestrado sobre o papel da modelagem matemática no processo de ensino e aprendizagem de álgebra. Para isso, foi utilizada a ferramenta Critérios de Adequação Didática, a mesma com a qual a futura professora desenvolveu a sua reflexão. Em termos metodológicos, realizou-se uma análise de conteúdo desta reflexão e, no ponto de vista da extensão, desenvolveu-se um estudo de caso no contexto de um curso de mestrado profissionalizante em formação de professores de matemática. Dos resultados obtidos, destaca-se que a futura professora, ao fazer comentários sobre modelagem em sua reflexão, privilegiou os critérios epistêmico, cognitivo e ecológico. Além disso, conclui-se que a ferramenta Critérios de Adequação Didática permitiu evidenciar as noções teórico-procedimentais sobre a modelagem subjacentes à sua reflexão.

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“…These skills are often seen as byproducts of what is taught in traditional curriculum definitions. For different topics (Sánchez et al, 2021). As a result, most students do not master basic mathematical concepts and have difficulty solving problems (Godino et al, 2007;Godino et al, 2011;Mallart et al, 2018;Maure et al, 2018;Morales-Maure et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The argument and demonstration exemplified in a mathematical dialogue

Maure

Nava

Marimón

et al. 2022

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The teaching-learning process is analyzed in a course for a group of professors who were taught subjects on Calculus, to study the episodes of problem-solving in them, focused on the identification of patterns and argumentation using counterexamples. The explanation and the argument in the classroom can be used together so that the argument (issued as a counterexample) supports the explanation (conjecture). Developing the mathematics class so that the above occurs is a form of interaction and how to encourage students to move from explanation to argumentation (placing a hybrid system). Furthermore, both forms of reasoning can influence dialogue protocols and strategies. In this work, the dialogue model is described as a tool to address the problem that arises when working with students.

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Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity

Cited by 26 publications

References 33 publications

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

TPACK of Prospective Mathematics Teachers at an Early Stage of Training

Reflexão de uma futura professora sobre o ensino de álgebra através da modelagem matemática

The argument and demonstration exemplified in a mathematical dialogue

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