In this article we share a study on a professional development training program for math teachers. It is presented as innovative as it focuses on the reflection on the practice of teaching through the raising and solution of professional problems. We define professional problems, such as those teaching situations to which the teacher seeks solutions. We demonstrate with excerpts from working sessions that these solutions are nourished by the reflection on the practice they are trying to modify. They are, as a whole, indicators of specialized knowledge that characterize a professional of teaching mathematics.
This research report presents an empírica! study of the geometrical knowledge 'hidden' in the working practices of Argentinian bricklayers. The aim of the research was to find clues to improve the mathematics education of adults within the vocational and professional training system. The results of the study concerning the construction of right angles are partially presented to illustrate sorne of the dijferences between the geometric knowledge situated in the school context and in the work place context. The paper ft_nish~y raising s~me questions about the need and the po~sibility o!trying to establish lznks be een the different contexts far everyday mathematzcal pracflces and the school practice •
In this article, we share the design and implementation of the preparatory phase of a didactical experiment with teachers of mathematics, using informatics technologies, in classrooms intended for young teenagers from 12 to 17 years old from the province of Buenos Aires, Argentina. We based this design on the contributions of different theoretical frameworks (MTSK, Mathematical Working Space, Collaborative Research, Teaching experiment methodology) and analysed the data obtained from the administration of an instrument created ad hoc, to generate information that will allow us to build the didactical experiment. We conclude that the design of the experiment requires a joint reflection between the groups of teachers and researchers, to make the teacher's specialised knowledge explicit, guarantee its performance and goal achieving.
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