Prospective mathematics teachers’ views of their learning in a lesson study

João Pedro Mendes da Ponte; Marisa Quaresma; Joana Mata-Pereira

doi:10.30827/pna.v17i2.23896

Autores/as

João Pedro Mendes da Ponte Universidad de Lisboa https://orcid.org/0000-0001-6203-7616
Marisa Quaresma Universidad de Lisboa https://orcid.org/0000-0002-0861-6016
Joana Mata-Pereira Universidad de Lisboa

DOI:

https://doi.org/10.30827/pna.v17i2.23896

Palabras clave:

Estudio de clases, Conocimiento de matemáticas, Conocimiento de la enseñanza de las matemáticas, Futuros profesores

Resumen

Nuestro objetivo es identificar lo que los futuros profesores de matemáticas indicaron que aprendieron con respecto a las matemáticas y la enseñanza de las matemáticas al participar en un estudio de clases. El marco teórico está respaldado por modelos sobre el conocimiento de los docentes y los procesos de aprendizaje de los futuros docentes. La metodología es cualitativa e interpretativa, con datos recogidos por entrevistas y documentos producidos por los participantes. Los participantes indicaron comprender la importancia de las diferentes representaciones en matemáticas. También indicaron apreciar el valor de la planificación detallada de la lección, la cuidadosa selección de tareas, el análisis de posibles estrategias y dificultades de los estudiantes, y la preparación de la comunicación en el aula.

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Citas

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