Por favor, use este identificador para citar o enlazar este ítem:
https://hdl.handle.net/10495/36814| Título : | Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features |
| Autor : | Castro Gordillo, Walter Fernando Durango Urrego, John Henry Pino Fan, Luis |
| metadata.dc.subject.*: | Enseñanza de las matemáticas Mathematics education Dialéctica Argumentación http://vocabularies.unesco.org/thesaurus/concept60 |
| Fecha de publicación : | 2021 |
| Editorial : | Modestum |
| Resumen : | RESUMEN: This paper presents research on the argumentation that preservice teachers perform when designing and teaching geometry. Argumentation is associated with speech acts carrying didactical intentions. This research study features of preservice teachers’ argumentation when explaining geometry tasks both to peers, during preparation and discussion of designed activities, and to students in the classroom. This is qualitative research and the results support establishing relationships between the didactical dimension of the didactic-mathematical knowledge model and some characteristics of the argumentation that preservice mathematics teachers exhibit during their planning and teaching. |
| ISSN : | 1305-8223 |
| Aparece en las colecciones: | Artículos de Revista en Educación |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| CastroWalter_2022_TeachersArgumentationRelationship.pdf | Articulo de revista | 1.05 MB | Adobe PDF | Visualizar/Abrir |
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons
