2022
DOI: 10.33532/revemop.e202204
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Identificación de conflictos semióticos en una lección de libro de texto sobre proporcionalidad por parte de maestros en formación

Abstract: Los libros de texto constituyen un importante recurso para el diseño instruccional. El docente debe ser capaz de analizar su idoneidad, identificar limitaciones y realizar adaptaciones que las solventen considerando las necesidades de sus estudiantes. En este trabajo se describe el diseño, implementación y resultados de una intervención formativa con futuros maestros de primaria orientada a la identificación de conflictos semióticos en el análisis de lecciones de libro de texto de proporcionalidad. Los partici… Show more

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Cited by 2 publications
(2 citation statements)
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“…Thus, Burgos and Castillo (2022) described the results of a training action with prospective teachers aimed at developing their competence to identify semiotic conflicts in a proportionality lesson from a primary school textbook. To assist with their analysis, we offered participants a guide for the analysis of proportionality lessons in textbooks (TLAG-Proportionality) (Castillo et al, 2022) based on the facets, components, and criteria of didactical suitability (Godino, 2013).…”
Section: Introductionmentioning
confidence: 99%
See 1 more Smart Citation
“…Thus, Burgos and Castillo (2022) described the results of a training action with prospective teachers aimed at developing their competence to identify semiotic conflicts in a proportionality lesson from a primary school textbook. To assist with their analysis, we offered participants a guide for the analysis of proportionality lessons in textbooks (TLAG-Proportionality) (Castillo et al, 2022) based on the facets, components, and criteria of didactical suitability (Godino, 2013).…”
Section: Introductionmentioning
confidence: 99%
“…However, other conflicts related to specific knowledge of proportionality went unnoticed by most pre-service teachers. Given that teachers' criticisms of textbooks may be related to their beliefs (Yang and Liu, 2019) and that these beliefs shape resource use (Lloyd, 2002), Burgos and Castillo (2022) posited the need to compare beliefs inferred from initial assessments (without having received specific training) with analysis, identification of conflicts in textbook lessons, and decision-making about textbook management following training.…”
Section: Introductionmentioning
confidence: 99%