Reflexión de futuros profesores de matemáticas sobre problemas profesionales relacionados con la enseñanza del álgebra escolar

AUTOR(ES)
FONTE

Bolema

DATA DE PUBLICAÇÃO

2017-04

RESUMO

Abstract In this study, the reflections of two future mathematics teachers is analyzed through the professional problems related to teaching and learning school algebra that they identify, define, and face during teaching practice. For this purpose, we planned and implemented a teacher education module in the practicum of an undergraduate mathematics and physics program in Colombia, under the realistic theory of teacher education to promote a thoughtful ALaCT cycle. Following the approach of qualitative and interpretative research and using content analysis, the productions of the participants, the records obtained in the intervention, and a research journal were reviewed. The study shows that the teachers carried out the phases of reflection and it tells us how the professional problem evolves, according to the characteristics and nature of the problem object and professional knowledge involved to support the definition about teaching algebra.

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