Relationships among prospective secondary mathematics teachers’ skills of attending, interpreting and responding to students’ understanding
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Título: | Relationships among prospective secondary mathematics teachers’ skills of attending, interpreting and responding to students’ understanding |
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Autor/es: | Sánchez-Matamoros García, Gloria | 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: | Derivative concept | Noticing | Prospective secondary teachers | Prospective teacher education | Students’ mathematical understanding |
Área/s de conocimiento: | Didáctica de la Matemática |
Fecha de publicación: | ene-2019 |
Editor: | Springer Netherlands |
Cita bibliográfica: | Educational Studies in Mathematics. 2019, 100(1): 83-99. doi:10.1007/s10649-018-9855-y |
Resumen: | This study explores relationships among prospective secondary teachers’ skills of attending to relevant mathematics elements in students’ answers, interpreting students’ mathematical understanding, and proposing instructional actions. Thirty prospective secondary mathematics teachers analyzed three high school students’ answers to three problems of derivatives of a function at a given point and proposed instructional actions to help them progress in their understanding. Findings indicate that the more prospective teachers identified links between the mathematical elements and characteristics of students’ understanding, the more suitable the instructional activities were. Furthermore, our results suggest practical implications for teacher education programs since the type of task presented in this research may help to foster prospective secondary teachers’ noticing of students mathematical understanding. |
Patrocinador/es: | The research reported here was financed in part by Ministerio de Educación y Ciencia, Dirección General de Investigación, Spain, under Grant no. EDU2014-54526-R and EDU2017-87411-R, and in part by Generalitat Valenciana project no. GV/2015/115. |
URI: | http://hdl.handle.net/10045/87469 |
ISSN: | 0013-1954 (Print) | 1573-0816 (Online) |
DOI: | 10.1007/s10649-018-9855-y |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © Springer Nature B.V. 2018 |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1007/s10649-018-9855-y |
Aparece en las colecciones: | INV - IFD-DM - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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2019_Sanchez-Matamoros_etal_EducStudMath_final.pdf | Versión final (acceso restringido) | 1,19 MB | Adobe PDF | Abrir Solicitar una copia |
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