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

Authors

  • Mª Isabel Pacual Martín Universidad de Huelva
  • Nuria Climent Rodríguez Universidad de Huelva
  • Myriam CODES VALCARCE
  • Juan Pedro MARTÍN DÍAZ
  • Luis Carlos Contreras González

DOI:

https://doi.org/10.47553/rifop.v98i37.2.99221

Abstract

Preservice teacher education, related to mathematics teaching, is a challenge that must be addressed taking into account research on professional knowledge in the area. This research has made it possible to develop a model of mathematics teacher specialised knowledge that can be used to structure teacher training programmes and tasks. Our aim is to reflect on the evolution of the training tasks proposed in a geometry didactics course in Primary Education Degree, as a consequence of transferring research results. This study focus on the construction of the definition of polygon and exemplification as a teaching tool. We conducted a content analysis of the design and implementation of a task at two points in time (with data from the video recording and prospective teachers' productions). It was found that the mobilisation of pedagogical content knowledge is more evident in the second moment of implementation, partly due to the role of the analysis of a real primary school lesson video-recorded. The results highlight the role of a theoretical view about the professional knowledge that the training tasks are intended to build.

Author Biography

Nuria Climent Rodríguez, Universidad de Huelva

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Published

2023-07-19

How to Cite

Pacual Martín, M. I., Climent Rodríguez, N., CODES VALCARCE, M., MARTÍN DÍAZ, J. P., & Contreras González, L. C. (2023). Tareas en la formación inicial de maestros para la construcción de conocimiento especializado para la enseñanza de las matemáticas. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 98(37.2). https://doi.org/10.47553/rifop.v98i37.2.99221

Issue

Vol. 98 No. 37.2 (2023): Didáctica de la Matemática en la formación de maestros

Section

Monográfico

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