Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/15711
Título : A Proposal to Enhance Preservice Teacher’s Noticing
Autor : Castro Gordillo, Walter Fernando
Pino Fan, Luis Roberto
Velásquez Echavarría, Hilduara
metadata.dc.subject.*: Mathematics - Study and teaching
Mathematics - Study and teaching - Methodology
http://id.loc.gov/authorities/subjects/sh85082157.html
Mathematics teachers - Training of
http://id.loc.gov/authorities/subjects/sh86005023.html
Formación de profesores de matemáticas
Enseñanza de las matemáticas
Fecha de publicación : 2018
Editorial : Modestum Ltd
Resumen : ABSTARCT: This paper presents a proposal for the development of ‘Teacher noticing’ with the help of dimensions taken from the teacher’s didactic-mathematical knowledge model, that makes up a Guide for Didactical Reflection. The proposal is based on a study conducted during a time span of two years while the preservice teachers were in their teaching practicum. The methodology was qualitative and data were taken in video, audio, observing rubrics, and interviews formats. The results not only indicate that the Guide can help develop teachers’ noticing, in order to identify and to question several specific domains of teacher knowledge involved in mathematics teaching, but also suggest that prospective teachers are moved into action and translate their noticing in didactic action during class. We hypothesize that preservice effective noticing occurs at the intersection of practice and discussion over the practice, with the help of ‘noticing tools’ with respect to the mathematical activities of students.
metadata.dc.identifier.eissn: 1305-8223
ISSN : 1305-8215
metadata.dc.identifier.doi: https://doi.org/10.29333/ejmste/92017
Aparece en las colecciones: Artículos de Revista en Educación

Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
CastroGordilloWalter_2018_ProposalPreserviceNoticing.pdfArtículo de investigación528.89 kBAdobe PDFVisualizar/Abrir


Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons Creative Commons