Cognitive processes associated with the professional development of the mathematics teacher
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Resumo
This paper proposes a model of professional development based on Sfard’s stages of interiorisation, condensation and reification, which highlights the teacher’s cognitive processes. The model is applied to the case study of a primary teacher participating in a collaborative project for professional development. This adaptation of Sfard’s stages proves to be of special value when interpreting the process of the teacher’s professional development from a cognitive perspective.
Procesos cognitivos asociados al desarrollo profesional del profesor de matemáticas
Handle: http://hdl.handle.net/10481/3509
Nº de citas en WOS (2017): 1 (Citas de 2º orden, 0)
Nº de citas en SCOPUS (2017); 1 (Citas de 2º orden, 1)