Twitter y desarrollo profesional del futuro profesorado de matemáticas: percepciones de uso e intereses

Authors

  • Pablo Beltrán-Pellicer Universidad de Zaragoza
  • Sergio Martínez-Juste Universidad de Zaragoza
  • José María Muñoz-Escolano Universidad de Zaragoza

DOI:

https://doi.org/10.47553/rifop.v98i37.2.99326

Abstract

Various studies point to Twitter as an interesting social network in the educational field. Numerous users share content, such as resources or classroom activities, while engaging in debates on various topics. Likewise, some authors suggest that Twitter contributes to the creation and development of learning communities that positively impact the professional development of teachers. This article aims to explore the perceptions of future mathematics teachers about the use of Twitter as a formative tool. To this end, we conducted a study with a sample of 35 Master's students in Secondary Education and High School Teaching, specializing in mathematics. Firstly, a questionnaire was used to identify the extent to which students use this network and, if they do, for what purpose. Subsequently, we analyzed the written reports prepared by the students when asked to describe two threads on a specific topic (probability) and to discuss their formative usefulness. Finally, participants were asked to indicate which accounts they consider relevant to their training and why. The results reveal that participants distinguish the different nature of the proposed threads but almost exclusively mention epistemic aspects, even though one thread deals with other facets of didactic-mathematical knowledge. Moreover, we observed that they follow accounts related to the subject, citing reasons related to obtaining educational resources on topics of mathematical popularization, school mathematical knowledge, and didactic-mathematical knowledge.

Downloads

Published

2023-07-19

How to Cite

Beltrán-Pellicer, P., Martínez-Juste, S., & Muñoz-Escolano, J. M. (2023). Twitter y desarrollo profesional del futuro profesorado de matemáticas: percepciones de uso e intereses. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 98(37.2). https://doi.org/10.47553/rifop.v98i37.2.99326

Issue

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

Section

Monográfico

License

The "Revista Interuniversitaria de Formación del Profesorado (RIFOP)", with ISSN print 0213-8646 and ISSN electronic 2530-3791), adheres to the copyright notices proposed by Creative Commons

Authors’ rights

Papers published in the journal are subject to the following terms:

1. The Asociación Universitaria de Formación del Profesorado (AUFOP) is the editor of the RIFOP and holds the copyright of the papers published therein. The reuse of these is allowed under the license for use as indicated under point 2.

© Asociación Universitaria de Formación del Profesorado (AUFOP)

2. The papers are published in electronic version under the license CreativeCommons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Papers can be copied, used, disseminated, transmitted and publicly exhibited provided that: i) the authorship and original publication source are cited (journal, editors and URL of the paper); ii) they are nit used for commercial gain; iii) the existence and specifications of the license for use are mentioned.

3. Auto-archiving conditions. Authors are allowed and encouraged to disseminate electronic pre-print versions (versions prior to peer review) and/or post-print (versions reviwed and accepted for publication) of their papers prior to their publication, since this favors prompt circulation and dissemination and supposes a possible increase in cites and scope within the academic community. 

 Privacy declaration

The names and email addresses incorporated into this journal will be used solely for the declared purposes of the journal and will not be available for any other purposes or to third parties.