A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding
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Campo DC | Valor | Idioma |
---|---|---|
dc.contributor | Investigación y Formación Didáctica | es_ES |
dc.contributor.author | Ivars, Pere | - |
dc.contributor.author | Fernández-Verdú, Ceneida | - |
dc.contributor.author | Llinares, Salvador | - |
dc.contributor.other | Universidad de Alicante. Departamento de Innovación y Formación Didáctica | es_ES |
dc.date.accessioned | 2020-02-13T15:25:53Z | - |
dc.date.available | 2020-02-13T15:25:53Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | International Journal of Science and Mathematics Education. 2020, 18: 529-548. doi:10.1007/s10763-019-09973-4 | es_ES |
dc.identifier.issn | 1571-0068 (Print) | - |
dc.identifier.issn | 1573-1774 (Online) | - |
dc.identifier.uri | http://hdl.handle.net/10045/102633 | - |
dc.description.abstract | 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. | es_ES |
dc.description.sponsorship | 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. | es_ES |
dc.language | eng | es_ES |
dc.publisher | Springer Nature | es_ES |
dc.rights | © Ministry of Science and Technology, Taiwan 2019 | es_ES |
dc.subject | Children’s mathematical understanding | es_ES |
dc.subject | Learning trajectory | es_ES |
dc.subject | Noticing | es_ES |
dc.subject | Pre-service teachers learning | es_ES |
dc.subject.other | Didáctica de la Matemática | es_ES |
dc.title | A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.peerreviewed | si | es_ES |
dc.identifier.doi | 10.1007/s10763-019-09973-4 | - |
dc.relation.publisherversion | https://doi.org/10.1007/s10763-019-09973-4 | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/EDU2017-87411-R | - |
Aparece en las colecciones: | INV - IFD-DM - Artículos de Revistas |
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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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