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Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning

Gómez, Pedro; Mesa, Vilma María; González, María José (2011). Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning. En Sbaragli, S. (Ed.), 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 (pp. 111-114). Bologna: Pitagora.

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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.

Tipo de Registro:Capítulo o Sección de un Libro
Términos clave:06. Aprendizaje
05. Profesor > Formación de profesores
Nivel Educativo:Título de grado universitario
Estudios de posgrado
Formación Profesional
Código ID:1866
Depositado Por:Pedro Gómez
Depositado En:14 Feb 2012 01:37
Fecha de Modificación Más Reciente:06 Jul 2015 17:44
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