Toward a methodology for exploring mathematics preservice teacher’s learning from a sociocultural perspective
DOI:
https://doi.org/10.30827/pna.v3i4.6183Palavras-chave:
Aprendizaje de futuros profesores, Formación inicial de profesores de matemáticas, Metodología de investigación, Perspectiva sociocultural, WengerResumo
This paper describes a methodological procedure for characterizing mathematics preservice teachers’ learning from a sociocultural perspective. The procedure involves interpreting some aspects of Wenger’s theory of social learning, adapting them to preservice teacher training, and making this adaptation operational for coding and analyzing audio recordings of a group of preservice teachers working at home. An example of a research result obtained using this procedure is presented.
Hacia una metodología para explorar el aprendizaje de futuros profesores de matemáticas desde una perspectiva sociocultural
Handle: http://hdl.handle.net/10481/3508
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Biografia Autor
Pedro Gómez, Universidad de Granada, España
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Código ORCID
Referências
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