Diseño e Implementación de un Curso para la Formación de Profesores en Matemática: una Propuesta desde la TAD

AUTOR(ES)
FONTE

Bolema

DATA DE PUBLICAÇÃO

2016-08

RESUMO

Abstract In this work, we show and discuss results of the design and implementation of a course about mathematics didactics for mathematics teachers training. The course is based on the Anthropological Theory of the Didactics. It has for purpose that the future teacher adopts a gesture of a non-traditional pedagogy model, based in the research and in the link of mathematics with other disciplines. In this work, we developed a qualitative research, being the methodology proposed an exploratory study. The study was developed at a third year course of a mathematics teacher training at an Argentine national university. The curse has two situations. In one situation, the future teacher had to study an essential question about the teacher profession of mathematics, which is: How do you design and implement didactic devices for the mathematics studies? In this work, we analyzed what gesture of research pedagogy and questioning the world express the future teachers when studied the generating question. The main results indicate that, while all future teacher formation was regulated for the known monumentalism phenome, we incorporated some components of the research pedagogy and questioning the world. The community of future teachers faced a question about mathematics teacher formation, formulation and other studies. In this manner, the study product was shared and defended by the group.

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