Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers’ learning
Tipo de documento
Autores
Lista de autores
Gómez, Pedro, Mesa, Vilma María y González, María José
Resumen
In this paper we illustrate how Wenger’s theory of social learning can be used to account for phenomena of future teachers change in settings that are not usually studied, namely group work that future teachers do as they work on class assignments outside of class. We describe how we adapted Wenger’s theory to the exploration of future mathematics teachers’ learning and illustrate how the analysis of the audio taped interaction of a group of future teachers working out-side the classroom generated conjectures that help to explain their didactic knowledge development.
Fecha
2011
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Educación superior, formación de pregrado, formación de grado | Educación técnica, educación vocacional, formación profesional | Formación en posgrado
Idioma
Revisado por pares
Formato del archivo
Editores (capítulo)
Lista de editores (capitulo)
Sbaragli, S.
Título del libro
La Matematica e la sua didattica, quarant’anni di impegno. Mathematics and its didactics, forty years of commitment. In occasion of the 65 years of Bruno D’Amore
Editorial (capítulo)
Lugar (capítulo)
Rango páginas (capítulo)
111-114
Referencias
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Gómez, P. (2007). Desarrollo del conocimiento didáctico en un plan de forma-ción inicial de profesores de matemáticas de secundaria. [Didactic knowledge development in a preservice secondary mathematics teacher training progra-mme]. Granada, Spain: Departamento de Didáctica de la Matemática, Univer-sity of Granada. Lerman, S. (2001). A review of research perspectives on mathematics teacher ed-ucation. In F. L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 33-52). Dordrecht, Netherlands: Kluwer. Llinares, S. & Krainer, K. (2006). Mathematics (student) teachers and teacher ed-ucators as learners. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education. Past, present and future (pp. 429-459). Rotterdam, Netherlands: Sense Publishers. Wenger, E. (1998). Communities of practices. Learning, meaning, and identity. Cambridge: Cambridge University.