Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

Abstract

This work aimed to characterize simulated teacher interventions to manage a didactic configuration in which students solve problem situations using an ICT resource. We also aimed to identify patterns of interaction between the teacher and the students that make it possible to characterize styles of interaction and assess both their interactional and their ecological suitability. To do this, we used the tools of the Onto-semiotic Approach to Mathematical Cognition and Instruction to analyze the level of reflection of 102 educators of preservice teachers of mathematics, about hypothetical problem resolutions of their students and the types of interactions simulated by them to manage the students’ learning. The educators were participants of a Teacher Training of the Teacher Specialization in Education and ICT in Argentina. The results show that there are three levels of reflection and four types of interaction (maieutic, falsificationist, dogmatic and paternalistic). We did not find a high interactional suitability in their proposals of dialogues, and participants do not consider aspects of the ecological suitability, such as the adaptation to the official curriculum. We conclude that the type of interventions that teacher educators propose is closely related to their level of reflection about the reasons why their students respond to problems in one manner or another.

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

“…Finally, we highlight that future research could focus on the reflections that emerge after observing the implementation of the design, either in real or simulated contexts (Breda et al, 2021). Likewise, it would be interesting to investigate the reflections that emerge after teaching the theoretical construct of the DSC as a tool that guides reflection on practice, as has been addressed in other studies (Giacomone et al, 2018;Godino et al, 2018;.…”

“…Although different authors highlight the importance of considering spaces for teacher reflection in teacher training processes so that they can develop PC at the school level (Estebanell et al, 2018;Kong et al, 2020;Sentance & Humphreys, 2018), there are no studies that have analyzed the reflections that emerge in the framework of training processes or, illustrating theoretical tools that allow analyzing reflections. At the same time, we observe that various investigations use the DSC to investigate the implicit use of these criteria in mathematics teacher training programs that require reflection on their own or others' teaching and learning practices (Breda, 2020;Breda et al, 2021;Moreira et al, 2018). However, no studies analyze the reflections that arise when designing didactic sequences that integrates CT and MT.…”

“…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).…”

University teachers’ didactic-mathematical knowledge for teaching the effect of coefficient <i>b</i> on the quadratic function

“…As justified before, since the episode that we report in our study focused on the design of the teaching and learning sequence with the quadratic function, it is consistent that there have been no dialogues about the implementation of this didactic proposal, which justified the absence of these two types of knowledge. However, there are studies (for example, Araya et al, 2021;Breda et al, 2021), where the didactic proposals of both prospective and practicing mathematics teachers are analyzed, which show little consideration of the interactional and affective facets in their reflections. This is due to the fact that they prioritize the aspects of mathematical content and didactic design before those of student interaction or involvement.…”

Evaluando el grado de idoneidad didáctico matemático en maestros: un estudio de caso

“…Los programas de capacitación realizados promueven resultados positivos en los avances para una enseñanza de calidad. Se ha desarrollado investigación sobre programas de capacitación (para la revisión de las competencias profesionales) en diversos países de América usando el modelo CCDM sobre criterios de idoneidad didáctico (CID) y que hemos retomado como evidencia científica en Brasil (Hummes, Font, Breda, 2019), Panamá (Morales-Maure, Durán-González, Pérez-Maya y Bustamante, 2019), Argentina (Breda, Pochulu, Sánchez, Font, 2021), Perú (Córdova, Moll y Maure, 2021), entre otros.…”