Actividad conjunta y traspaso del control en tres secuencias didácticas sobre los primeros números de la serie natural

Abstract

Starting from a constructivist conception of teaching and learning at school, this research work aims to study trol transfer as a mechanism of educational influence within the framework of teacher-student's joint activity, respect to academic contents or tasks. To this end, we analyse a range of teaching and learning activities involvi teacher and a group of 6 4 years-old preschoolers working on the first numbers of the natural numerical sequ using board games. The data -observational in nature-were compiled from three consecutive didactic sequ related to the teaching and learning of mathematics in preschool education. The results show: first, that con transfer in this interaction functions via both 'a priori' and 'a posteriori' mechanisms; these mechanisms are relat the nature of the task.

Analysis of a teacher training process through the study of educational interaction

“…In this relation, this research focuses on the structure taken by the educational support provided by the teachers and the students themselves while they interact in a teaching and learning situation. Understanding"educational support" as the support given by the teacher to the students in response to their requirements and needs during the teaching and learning process (Coll & Rochera, 2000).…”

“…Once the analysis unit -a complete didactic sequence (DS)-has been chosen, it is necessary to identify the interactivity episodes or segments that compose it, which can be described as a series of performances shared by all the participants (Coll & Rochera, 2000;Cubero, 2005 For the purpose of identifying the segments, two conditions must be fulfilled. First, the following questions must be answered: who can do what, with whom can it be done, and how can it be done.…”

“…Some studies show by means of maps how the activity is organized (Coll & Rochera, 2000). These maps, called "interactivity maps", allow visualizing better the way participation is structured from the observation of the configuration (duration and evolution of the segments in the didactic sequence) of the interactivity segments .…”

El estudio de las prácticas educativas y su relevancia para el análisis de procesos de formación en docencia universitaria

“…El primer aspecto está constituido por las actuaciones de los participantes que ocurren en una situación de interacción; el segundo son las actuaciones asociadas a un contenido específico, o bien, a una tarea de aprendizaje; el tercero es el tiempo en el que transcurren las actuaciones a lo largo de una actividad; por último, el cuarto elemento se organiza en torno a intercambios comunicativos que podemos considerar como el análisis central de la actividad (Coll y Rochera, 2000;.…”

“…Algunos trabajos muestran a partir de mapas cómo se organiza la actividad (Coll y Rochera, 2000). Estos mapas, denominados "mapas de interactividad", permiten visualizar de mejor manera cómo se estructura la participación a partir de la observación de la configuración (duración y evolución de los segmentos en la secuencia didáctica) de los segmentos de interactividad Onrubia et al, 1990).…”