A Professional Development Experience in Geometry for High School Teachers: Introducing Teachers to Geometry Workspaces

Ferragina

Lupinacci

et al. 2022

SER

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.

Section: Discussing the Results And Conclusionsupporting

confidence: 62%

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers Who, While Using Technological Devices to Teach Mathematics, (Re) Construct Their Specialised Knowledge

Ferragina

Lupinacci

et al. 2022

SER

“…In this space of professional development, we will then assume that knowledge can be associated with the idea of specialized teaching knowledge (Villella et al, 2018a).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In the theoretical basis of this experience, we assume the teaching of mathematics as a social practice that responds to needs that exceed the teaching intentions and finds its meaning in the characteristics of society and culture, in a specific time and space, in which it develops (Cobb et al, 2016;Rhoads et al, 2011;Skovsmose, 1999;Villella et al, 2018a). In addition, this teaching of mathematics is a process that is built on social interaction, in which those who participate share the appropriate linguistic discourses and terms, the type of activities and processes involved, the roles and rules that apply to the interactions, as well as the objectives of the institution in which this practice is carried out.…”

Section: Introductionmentioning

confidence: 99%

Train as a Math Teacher: Creative and Proactive Process of Professional Development

Fioriti

Ferragina

et al. 2021

SER

Self Cite

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.

Ayudar a aprender matemática sin enseñar: la construcción del conocimiento didáctico matemático en profesionales de la psicopedagogía

Güerci

2021

REVISTA

In this article we share the basics, planning and example of a professional training course for psychopedagogy professionals in Argentina. We characterize the proposal as a mathematical workspace (Kusniak, 2011), energized by an instrumental orchestration process (Trouche, 2018) where participating professionals can build specialized knowledge (Carrillo et. al, 2013). We promote a critical and democratic reflection on the teaching and learning of mathematics (Skovsmose, 1999) and the construction of mathematical didactic knowledge in those who do not have the function of teaching this discipline in school.