El desarrollo de la competencia mirar profesionalmente el pensamiento matemático de los estudiantes durante los períodos de práctica

  1. Fernández, Ceneida 1
  2. Ivars, Pedro 1
  3. Llinares, Salvador 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Journal:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Year of publication: 2023

Volume: 37

Issue: 98

Pages: 127-146

Type: Article

DOI: 10.47553/RIFOP.V98I37.2.99296 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Abstract

Previous research has shown that the competence of noticing mathematics teaching situations can be developed in initial teacher education programmes through learning environments that develop the skills of attending and interpreting relevant aspects of mathematics teaching situations and deciding how to continue with the instruction. With the objective of identifying tools that support the development of this competence during the traineeship period, 19 pre-service teachers were asked to write narratives about mathematics teaching situations observed during this period. In these narratives they had to describe a teaching-learning situation in which they identified that primary school students were developing their mathematics competence, interpret it (using the theory learned in the subjects of Didactics of Mathematics), and propose teaching decisions to favour student learning. After writing a first narrative, the pre-service teachers shared it in a virtual forum where they could receive feedback from their peers and the tutor, and then wrote a second narrative. The results of this study show that the writing of narratives and the feedback in the virtual forums favoured the development of this competence during their traineeship period since pre-service teachers were able to develop progressively more complete narratives showing evidence of an improvement in their ability to notice students' mathematical thinking.

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Data source: Dialnet