Discussing a teacher MKT and its role on teacher practice when exploring data analysis

Autores/as

  • C. Miguel Ribeiro University of Algarve, Portugal
  • José Carrillo Universidad de Huelva, España

DOI:

https://doi.org/10.30827/pna.v6i3.6141

Palabras clave:

Análisis de datos, Conocimiento matemático para la enseñanza, Prácticas del profesor, Situaciones matemáticamente críticas

Resumen


This article considers teacher knowledge in managing mathematically critical situations and the role of what can be termed a mathematical summary in the analysis of a teaching episode, viewed from the perspective of Mathematical Knowledge for Teaching (MKT). The analysis is based on an episode of content review, from a perspective which aims to understand the teacher’s logic rather than merely identify gaps in their knowledge. We discuss the importance of approaching mathematically critical situations in order to contribute to eradicating mathematical innumeracy (statistics) and to promote a kind of practice which is "mathematically demanding" as well as "pedagogically exciting".

Discusión del conocimiento matemático para la enseñanza de un profesor y su papel en la práctica docente cuando se explora el análisis de datos

Este artículo considera el conocimiento del profesor al gestionar situaciones matemáticamente críticas y el papel de lo que puede denominarse un resumen matemático en el análisis de un episodio de enseñanza, visto desde la perspectiva del conocimiento matemático para la enseñanza. El análisis se basa en un episodio de revisión del contenido, desde una perspectiva que trata de comprender la lógica del profesor en vez de simplemente identificar lagunas en su conocimiento. Discutimos la importancia de abordar las situaciones matemáticamente críticas con el fin de contribuir a erradicar la incompetencia en matemáticas (estadística) y promover un tipo de práctica que sea "matemáticamente exigente" así como "pedagógicamente interesante".

Handle: http://hdl.handle.net/10481/ 19520

Descargas

Biografía del autor/a

C. Miguel Ribeiro, University of Algarve, Portugal

Código ORCID ResearcherID

José Carrillo, Universidad de Huelva, España

Código ORCID ResearcherID

Citas

Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: the unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). New York, NY: Macmillan.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.

Charalambous, C. Y. (2008). Mathematical knowledge for teaching and the unfolding of tasks in mathematics lessons: integrating two lines of research. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 281-288). Morelia, Mexico: PME.

Ferreira, R. A. (2005). Portuguese student teacher's evolving teaching modes: A modified teacher development experience. Unpublished PhD thesis, Illinois State University, IL.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematics knowledge for teaching on student achievement. American Education Research Journal, 42(2), 371-406.

Kazemi, E., & Franke, M. L. (2004). Teachers learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203-235.

Maher, C. (2008). Video recordings as pedagogical tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), International handbook of mathematics teacher education (Vol. 2, pp. 65-83). Rotterdam, The Netherlands: Sense Publishers.

Ponte, J. P., Serrazina, L., Guimarães, H., Breda, A., Guimarães, F., Sousa, H.,…, & Oliveira, P. (2007). Programa de matemática do ensino básico. Lisboa, Portugal: Ministério da Educação-DGIDC.

Ribeiro, C. M. (2011, May). Future primary teachers MKT in Geometry: some examples concerning rectangles. Paper presented at the sixth Nordic Conference on Mathematics Education, NORMA 11, Reykjavík, Iceland.

Ribeiro, C. M., & Carrillo, J. (2011). Knowing mathematics as a teacher. Paper presented at the Seventh Congress of the European Society for Research in Mathematics Education, Rzeszów, Poland.

Ribeiro, C. M., Monteiro, R., & Carrillo, J. (2009). Professional knowledge in an improvisation episode: the importance of a cognitive model. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of Sixth Congress of the European Society for Research in Mathematics Education (pp. 2030-2039). Lyon, France: ERME.

Sherin, M. G., & Hans, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.

Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443-466). Thousand Oaks, CA: Sage Publications.

Thames, M. (2009). Coordinating mathematical and pedagogical perspectives in practice-based and discipline-grounded approaches to studying mathematical knowledge for teaching (K-8). Unpublished PhD, University of Michigan, Ann Arbor, MI.

Tichá, M., & Ho_pesová, A. (2006). Qualified pedagogical reflection as a way to improve mathematics education. Journal of Mathematics Teacher Education, 9(2), 129-156.

Watson, A. (2007). The nature of participation afforded by tasks, questions and prompts in mathematics classrooms. Research in Mathematics Education, 9(1), 111-126.

Descargas

Publicado

2012-03-01

Número

Sección

Artículos
Crossref
0
Scopus
0