Aprender a enseñar matemáticas en la Enseñanza Secundariarelación dialéctica entre el conocimiento teórico y práctico
- Rico Romero, Luis (coord.)
ISSN: 0213-8646
Argitalpen urtea: 1998
Zenbakien izenburua: Didáctica de las Matemáticas para los profesores de Educación Secundaria
Zenbakia: 32
Orrialdeak: 117-127
Mota: Artikulua
Beste argitalpen batzuk: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales
Laburpena
A characterization of learning to tea secondary mathematics is carriend out fron: (i) Professional knowledge of mathematics teacher as integrated by different knowledge domain, and (ii) knowledge use in mathematics teaching. From this perspective, critical incident analysis (case analysis) is presented both as a previus context to analysis of mathematics teaching, and to begin to generate processes of knowledge use in mathematics teaching. Case analysis is viewed as a mean to help to surpass theoretical/practical dichotomy in secondary mathematics teacher education in which didactics of Mathematics is considered as a scientific discipline of reference.