A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding
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http://hdl.handle.net/10045/102633
Título: | A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding |
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Autor/es: | Ivars, Pere | Fernández-Verdú, Ceneida | Llinares, Salvador |
Grupo/s de investigación o GITE: | Investigación y Formación Didáctica |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Palabras clave: | Children’s mathematical understanding | Learning trajectory | Noticing | Pre-service teachers learning |
Área/s de conocimiento: | Didáctica de la Matemática |
Fecha de publicación: | 2020 |
Editor: | Springer Nature |
Cita bibliográfica: | International Journal of Science and Mathematics Education. 2020, 18: 529-548. doi:10.1007/s10763-019-09973-4 |
Resumen: | The objective of this research is to understand how a learning trajectory supports pre-service primary teachers in their noticing of students’ mathematical understanding. A total of 95 pre-service primary school teachers used a learning trajectory related to the part-whole meaning of the fraction concept to interpret students’ understanding and provide instructional decisions. The findings indicate that the learning trajectory provided pre-service teachers with a specific language to describe students’ understanding and helped them to notice students’ mathematical understanding. Furthermore, the pre-service primary teachers who produced a more detailed discourse also proposed more suitable activities based on students’ understanding. These findings suggest that the learning trajectory can act as a scaffold to notice students’ mathematical understanding. |
Patrocinador/es: | This research was supported by the project EDU2017-87411-R from Ministerio de Economía y Empresa (Spain) and by the project GV/2018/066 from the Conselleria de Educación, Investigación, Cultura y Deporte de la Generalitat Valenciana, Spain. |
URI: | http://hdl.handle.net/10045/102633 |
ISSN: | 1571-0068 (Print) | 1573-1774 (Online) |
DOI: | 10.1007/s10763-019-09973-4 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © Ministry of Science and Technology, Taiwan 2019 |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1007/s10763-019-09973-4 |
Aparece en las colecciones: | INV - IFD-DM - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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2020_Ivars_etal_IntJSciMathEduc_final.pdf | Versión final (acceso restringido) | 447,06 kB | Adobe PDF | Abrir Solicitar una copia |
2020_Ivars_etal_IntJSciMathEduc_preprint.pdf | Preprint (acceso abierto) | 996,98 kB | Adobe PDF | Abrir Vista previa |
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