What Can the Teacher Learn in the Classroom?

Margolinas, Claire; Coulange, Lalina; Bessot, Annie

doi:10.1007/0-387-30451-7_8

Cited by 15 publications

(6 citation statements)

References 12 publications

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“…We also noted that while there has been considerable --------------20 This further supports our assumption that forms of integration are internal to pedagogic practice in teacher education. 21 We note here that a similar point is made in Margolinas, Coulange and Bessot (2005) pointing further to resonance between the orientation to knowledge for teaching in QUANTUM and didactical theory as developed and used in studies in France.…”

Section: Mathematics For Teaching: a Social Productionsupporting

confidence: 60%

The Social Production of Mathematics for Teaching

Adler¹,

Huillet²

2008

International Handbook of Mathematics Teacher Education: Volume 1

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This chapter aims to show the impact of culture on the learning of mathematics and consequently that studies of mathematics for teaching require strong theoretical frameworks that foreground the relationship between culture and pedagogy. For this purpose, we describe two different research projects in Southern Africa, each focused on the notion of mathematics for teaching. The first study analyses teacher learning of the mathematical concept of limits of functions through participation in a research community in Mozambique, and is framed by Chevallard's anthropological theory of didactics. The second, the QUANTUM project, studies what and how mathematics is produced in and across selected mathematics and mathematics education courses in in-service mathematics teacher education programmes in South Africa, and is shaped by Bernstein's theory of pedagogic discourse. We argue that separately and together these two studies demonstrate that mathematics for teaching can only be grasped through a language that positions it as structured by, and structuring of, the pedagogic discourse (in Bernstein's terms) or the institution (in Chevallard's terms) in which it 'lives'.

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Section: Mathematics For Teaching: a Social Productionsupporting

confidence: 60%

The Social Production of Mathematics for Teaching

Adler¹,

Huillet²

2008

International Handbook of Mathematics Teacher Education: Volume 1

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show abstract

“…Los tres primeros "permiten estructurar el porqué de esa praxis, es decir, su logos didáctico" (Ruiz Higueras y García, 2011: 438); constituyen los cimientos de la práctica docente, los elementos -más o menos explícitos-que le dan forma y la modelan. De este modo, Margolinas et al (2005) distinguen una praxis llevada a cabo en el aula, de los fundamentos que le dan sentido a esa acción.…”

Section: Las Prácticas Pedagógicasunclassified

Enseñanza virtual de la escritura de posgrado: un estudio basado en las acciones de planificación docente

Morán,

Álvarez,

Difabio de Anglat

2020

VEsC

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A fin de atender las dificultades que el alumnado enfrenta para resolver las producciones textuales en los posgrados, se desarrollan diferentes intervenciones pedagógicas que se orientan a generar propuestas superadoras. En el marco de un proyecto mayor, el presente artículo comunica un estudio cualitativo que, a partir de una experiencia de enseñanza virtual de la escritura de tesis, aborda la planificación de la intervención pedagógica; en particular, las intenciones docentes y el diseño de la formación. Este análisis permite construir categorías compatibles con un modelo de reflexión-acción. Desde el ámbito de la reflexión, se reconocen las problemáticas en torno al contenido, al posicionamiento docente ante el alumnado y a la intencionalidad de la propuesta formativa. Desde el ámbito de la decisión, se identifican acciones acerca de la modalidad, del proceso general y del proyecto didáctico local. Los resultados de este estudio ofrecen dimensiones para el análisis de otras experiencias formativas.

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“…It is observed that teachers, who have been working for a long time, have difficulty to accept their own mistakes. Many studies emphasize the importance of cognitive conflict environment (Bell, 1983;Borasi, 1996;Borasi, 1996 cited in Graeber andJohnson, 1991;Movshovitz-Hadar and Hadas, 1990) for discovering the knowledge deficiencies (Margolinas, Coulange andBessot, 2005 cited in Mercier, 1995;Ryan and McCrae, 2005;Ryan and Williams, 2007). As the implementation progressed, teachers were able to discuss their mistakes.…”

Section: Extended Abstractmentioning

confidence: 99%

Ortaokul Matematik Öğretmenlerinin Konu Alan Bilgilerinin Gelişiminde Hata Temelli Aktiviteler: Kesirlerle Toplama İşlemi

Özkaya

Konyalıoğlu

2019

Bayburt Eğitim Fakültesi Dergisi

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Bu çalışmada hata temelli aktivitelerle ortaokul matematik öğretmenlerinin kesirlerle toplama işlemine yönelik konu alan bilgilerinin gelişimleri incelenmiştir. Bu amaç doğrultusunda hata temelli aktiviteler ile desteklenen uygulama öncesinde öğretmenlerin kesirlerle toplama işlemine yönelik alan bilgileri işlem yapma, problem kurma, model kullanma (resim veya diyagram temsili) ve önemli noktaları açıklama ve bilme bağlamında belirlenmiştir. Nitel yaklaşımlardan durum çalışması yönteminin kullanıldığı bu çalışma yedi ortaokul matematik öğretmeniyle yürütülmüştür. Öğretmenler amaçlı örnekleme yöntemiyle seçilmiştir. Veriler konu alan bilgisi testi, odak grup görüşmeleri ve günlüklerden oluşan doküman kullanılmıştır. Toplanan verilere betimsel analiz uygulanmıştır. Çalışma sonuçlarına göre uygulama öncesinde konu alan bilgisi bağlamında öğretmenlerin problem kurma becerilerinin eksik olduğu görülmüştür. Ayrıca hata temelli aktivite uygulamaları öğretmenlerin kendi kavramsal düzeylerinin farkında olmalarına katkı sağlamıştır.

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What Can the Teacher Learn in the Classroom?

Cited by 15 publications

References 12 publications

The Social Production of Mathematics for Teaching

The Social Production of Mathematics for Teaching

Enseñanza virtual de la escritura de posgrado: un estudio basado en las acciones de planificación docente

Ortaokul Matematik Öğretmenlerinin Konu Alan Bilgilerinin Gelişiminde Hata Temelli Aktiviteler: Kesirlerle Toplama İşlemi

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