Learning paths in training mathematics teachers: goals, tasks and assessment.
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Vol. 18 Núm. 3 (2014): Escuela 2.0 y modelo 1.1: Implicaciones en las prácticas del profesorado con TIC, Colaboración, Páginas 319-338
Recibido: Dec 1, 2015
Publicado: Dec 1, 2014
Resumen
Inspired in Simon’s seminal idea of hypothetical learning trajectory, in this article we introduce the notion of learning path of a task. Based on this notion, we present a procedure for characterizing a learning goal. We show the usefulness of this kind of characterization in two aspects of mathematics teachers’ practice: analyzing the contribution of a task and of a sequence of tasks to the attainment of a learning goal; and collecting and analyzing information for learning assessment. We illustrate and reflect on these ideas and procedures in the context of secondary mathematics teacher education programs.
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Gómez, P., Gónzalez, M. J., & Romero, I. (2014). Learning paths in training mathematics teachers: goals, tasks and assessment. Profesorado, Revista De Currículum Y Formación Del Profesorado, 18(3), 319–338. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/19345