Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas [Developing the prospective mathematics teachers' didactical suitability analysis competence]
Giacomone, B. ; Godino, J.D. ; Beltrán-Pellicer, P. (Universidad de Zaragoza)![Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas [Developing the prospective mathematics teachers' didactical suitability analysis competence]](https://zaguan.unizar.es/record/75879/files/texto_completo.jpg?subformat=icon)
Resumen: En este artículo se describe, analiza y evalúa la implementación de un diseño formativo para iniciar el desarrollo de la competencia de análisis y reflexión didáctica de futuros profesores de matemáticas de educación secundaria. La planificación de la experiencia, su implementación y evaluación, están basados en la aplicación de herramientas teóricas del enfoque ontosemiótico. En diversas investigaciones apoyadas en este marco se ha desarrollado y aplicado la noción de idoneidad didáctica como una herramienta de reflexión sobre un proceso de estudio. En este sentido, el objetivo principal de la acción formativa que aquí se describe es que los futuros profesores conozcan y sean competentes en la aplicación de dicha herramienta. El escenario de investigación es un curso de máster de formación de profesores de matemáticas de secundaria, en el cual participaron veintisiete estudiantes. La recogida de información se basa en el análisis de: las anotaciones del observador-investigador y profesor-investigador sobre el debate en clase, las grabaciones en audio y las respuestas entregadas por los participantes durante todo el ciclo de diseño. El análisis a priori de la situación didáctica propuesta revela una alta idoneidad epistémica y ecológica; no obstante, las limitaciones del tiempo asignado han condicionado el logro de un nivel de aprendizaje adecuado. Finalmente, el análisis de episodios de clase, usando las herramientas descritas en este artículo, se revela como una estrategia formativa idónea de profesores de matemáticas, aunque debe ser complementada con situaciones focalizadas en el desarrollo de otras competencias didácticas.
In this article we describe analyse and evaluate the implementation of an educational design to develop the prospective mathematics teacher''s didactical analysis and reflection competence. Planning of the experience, its implementation, and evaluation are based on the application of theoretical tools of the onto-semiotic approach. In several studies supported within this theoretical framework, the notion of didactical suitability as a tool of reflection on a study process has been developed and applied. In this sense, the main objective of the learning processes described here is that prospective teachers know and be competent in the application of this tool. The research scenario is a Master course for Secondary education mathematics teachers in which 27 students participated. The information gathered is based on the analysis of: observer-researcher and teacher-researcher''s annotations on the debate in the classroom, audio recordings and the participants'' responses throughout the design cycle. The a priori analysis of the educational situation reveals a high epistemic and ecological suitability; nevertheless, time constraints have conditioned an adequate learning achievement. Finally, the analysis of class episodes, using the tools described in this article, is revealed as an ideal educational strategy, but it should be complemented with situations focused on the development of other didactical competencies.
Idioma: Múltiples idiomas
DOI: 10.1590/S1678-4634201844172011
Año: 2018
Publicado en: Educacao e Pesquisa 44 (2018), e172011 [21 pp]
ISSN: 1517-9702
Factor impacto SCIMAGO: 0.284 - Education (Q3)
Financiación: info:eu-repo/grantAgreement/ES/FEDER/EDU2016-74848-P
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
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In this article we describe analyse and evaluate the implementation of an educational design to develop the prospective mathematics teacher''s didactical analysis and reflection competence. Planning of the experience, its implementation, and evaluation are based on the application of theoretical tools of the onto-semiotic approach. In several studies supported within this theoretical framework, the notion of didactical suitability as a tool of reflection on a study process has been developed and applied. In this sense, the main objective of the learning processes described here is that prospective teachers know and be competent in the application of this tool. The research scenario is a Master course for Secondary education mathematics teachers in which 27 students participated. The information gathered is based on the analysis of: observer-researcher and teacher-researcher''s annotations on the debate in the classroom, audio recordings and the participants'' responses throughout the design cycle. The a priori analysis of the educational situation reveals a high epistemic and ecological suitability; nevertheless, time constraints have conditioned an adequate learning achievement. Finally, the analysis of class episodes, using the tools described in this article, is revealed as an ideal educational strategy, but it should be complemented with situations focused on the development of other didactical competencies.
Idioma: Múltiples idiomas
DOI: 10.1590/S1678-4634201844172011
Año: 2018
Publicado en: Educacao e Pesquisa 44 (2018), e172011 [21 pp]
ISSN: 1517-9702
Factor impacto SCIMAGO: 0.284 - Education (Q3)
Financiación: info:eu-repo/grantAgreement/ES/FEDER/EDU2016-74848-P
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2020-01-17-21:22:39)
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Record created 2018-11-28, last modified 2020-01-17