¿Cómo establecer relaciones entre conocimiento especializado y concepciones del profesorado de matemáticas?

Álvaro Aguilar-González, Cinta Muñoz-Catalán, José Carrillo-Yáñez, Luis José Rodríguez-Muñiz

Resumen


Este trabajo describe cómo establecer relaciones entre los subdominios del modelo de conocimiento especializado del profesor de matemáticas (MTSK) y las concepciones del profesorado de matemáticas, según el modelo concepciones de enseñanza-aprendizaje de las matemáticas (CEAM). Se presenta una metodología para identificar y analizar estas relaciones, que ha permitido comprender la práctica en el aula de una maestra de 5o grado de primaria. Se aporta la descripción del indicador “concepción de la matemática escolar” y las relaciones establecidas al aplicar este método. Finalmente, se discute la potencialidad de uso del instrumento propuesto.

How to establish connections between specialized knowledge and mathematics teachers’ beliefs?

This paper describes how to establish relationships between the subdomains of the Mathematics Teacher’s Specialised Knowledge model and the conceptions of the mathematics teaching, according to the Conceptions of Teaching-Learning Mathematics model. We present a methodology for identifying and analyzing these relationships, which has allowed to understand the practice in her classroom of one fifth grade primary teacher. As a result, the description of the indicator “conception of school mathematics” and the established relationships are provided. Finally, the potential use of the proposed instrument is discussed.

Doi:10.30827/pna.v13i1.7944

Handle: http://hdl.handle.net/10481/53996


Palabras clave


Concepciones de enseñanza y aprendizaje de las matemáticas; MTSK; Relaciones de conocimiento especializado

Citas


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