Learning paths in training mathematics teachers: goals, tasks and assessment.

Autores/as

  • Pedro Gómez Universidad de Los Andes, Bogotá(Colombia)
  • María J. Gónzalez Universidad de Cantabria
  • Isabel Romero Universidad de Almería

Palabras clave:

Analysis and tasks improvement, learning paths, assessment, mathematics teachers training, learning goal, hypothetical learning trajectory

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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Publicado

2014-12-01

Cómo citar

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