Role of the mentor’s comments in the performance of mathematics teachers
Tipo de documento
Autores
Lista de autores
Gómez, Pedro y Arias, Marlene
Resumen
We study the relationship between mentorsâ and mathematics teachersâ performance in an education program. To this end, we characterize the relationship between the changes made in the written productions of three groups of teachers and the characteristics of their mentorsâ comments that could motivate those changesâtype of comment, content, and knowledge type. The analysis of these relationships was performed with the help of contingency tables and logistic regressions. We found that, for the whole group of teachers, the changes made by them depend on the type of knowledge and on the content to which the comments refer.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Educación técnica, educación vocacional, formación profesional | Formación en posgrado
Idioma
Revisado por pares
Formato del archivo
Referencias
Arias, M. (2011). Actuación de tutores en un programa de formación de postgrado para profesores de matemáticas [Performance of tutors on a postgraduate training program for teachers of mathematics]. Departamento de Didáctica de la Matemática. Non-published Master Thesis, Universidad de Granada, Granada, Spain. Available at http://funes.uniandes.edu.co/1771/ Arias, M., & Gómez, P. (2012). Núcleo común y perfiles de la actuación de tutores de profesores de matemáticas en formación [Common core and performance profiles of tutor of mathematics teachers in training]. In A. Estepa, Á. Contreras, J. Deulofeu, M. C. Penalva, F. J. García, & L. Ordóñez (Eds.), Investigación en Educación Matemática XVI (pp. 123-134). Baeza, Spain: Sociedad Española de Investigación en Educación Matemática. Arias, M., & Gómez, P. (2013, February). Caracterización de la actuación de grupos de profesores en formación a través de sus acciones [Characterization of the performance of groups of teachers in training through their actions]. Paper presented at the meeting of research group Conocimiento y Desarrollo Profesional de la Sociedad Española de Investigación en Educación Matemática (SEIEM), Badajoz, Spain. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Burns, R. B., Burns R. P., & Burns, R. (2008). Business research methods and statistics Using SPSS?. London, United Kingdom: SAGE. Bruno, I., & Santos, L. (2010) Written comments as a form of feedback. Studies in Educational Evaluation, 36(3), 111-120. Even, R., & Tirosh, D. (2002). Teacher knowledge and understanding of students’ mathematical learning. In L. English (Ed.), Handbook of international research in mathematics education (pp. 219-240). Mahwah, NJ: Laurence Erlbaum. Fernández-Toro, M., & Furnborough, C. (2014). Feedback on feedback: Eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1), 35-48. Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339. Goldstein, L. (2004). Questions and answers about teacher written commentary and student revision: Teachers and students working together. Journal of Second Language Writing, 13(1), 63-80. Gómez, P. (2007). Desarrollo del conocimiento didáctico en un plan de formación inicial de profesores de matemáticas de secundaria [Development of didactical knowledge in a plan of initial training of secondary mathematics teachers]. Granada, Spain: Universidad de Granada. Gómez, P., Cañadas, M., González, M. J., Flores, P., Lupiáñez, J., Marín, A.,…Romero, I. (2010). MAD: Maestría en Educación Matemática en Colombia [MAD: Master's degree on Mathematics Education at Colombia]. In M. J. González, M. Palarea, & A. Maz (Eds.), Seminario de investigación de los grupos de trabajo Pensamiento Numérico y Algebraico e Historia de la Educación Matemática de la SEIEM (pp. 7-25). Salamanca, Spain: Sociedad Española de Investigación en Educación Matemática. Gómez, P., & González, M. J. (2008a). Mathematics knowledge for teaching within a functional perspective of preservice teacher training. ICME 11 Topic Study Group 27, Monterrey, Mexico. Gómez, P., & González M. J. (2008b). Significados y usos de la noción de objetivo en la formación inicial de profesores de matemáticas [Meanings and uses of the notion of objective in the initial training of mathematics teachers]. Investigación en Educación Matemática, XII, 425-434. Gómez, P., & González, M. J. (2013). Diseño de planes de formación de profesores de matemáticas basados en el análisis didáctico [Design of training programs based on didactical analysis for teachers of mathematics]. In L. Rico, J. L. Lupiañez, & M. Molina (Eds.), Análisis didáctico en Educación Matemática. Metodología de investigación, formación de profesores e innovación curricular (pp. 121-139). Granada, Spain: Comares. Huang, K., & Chin, C. (2003). The effect of mentoring on the development of a secondary mathematics probationary teacher’s conception(s) of mathematics teaching: An action research. Journal of Taiwan Normal University: Mathematics & Science Education, 48(1), 21-44. Jaworski, B., & Watson, A. (Eds.) (1994). Mentoring in mathematics teaching. Oxford, United Kingdom: Falmer Press. Muñoz-Catalán, M. C., Carrillo, J., & Climent, N. (2010). Modelo de análisis de interacciones en un contexto colaborativo de desarrollo profesional [Model of analysis of interactions in a collaborative context of professional development]. In M. M. Moreno, A. Estrada, J. Carrillo, & T. A. Sierra, (Eds.), Investigación en Educación Matemática XIV (pp. 451-462). Lleida, Spain: SEIEM. Nilssen, V. (2003). Mentoring teaching of mathematics in teacher education. Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 381-388). Honolulu, HI: University of Hawaii. Nilssen, V. (2010). Guided planning in first-year student teachers’ teaching. Scandinavian Journal of Educational Research, 54(5), 431-449. Rico, L. (1997). Los organizadores del currículo de matemáticas [The organizers of the mathematics curriculum]. In L. Rico (Ed.), La educación matemática en la enseñanza secundaria (pp. 39-59). Barcelona, Spain: ICE-Horsori. Silver, R., & Lee, S. (2007). What does it take to make a change? Teacher feedback and student revisions. English Teaching: Practice and Critique, 6(1), 25-49. Whitelock, D., Watt, S., Raw, Y., & Moreale, E. (2003). Analysing tutor feedback to students: First steps towards constructing an electronic monitoring system. Research in Learning Technology, 11(3), 31-42. Yoon, J. H., (2012). Mentoring: Professional development for novice mathematics teachers’ teaching expertise. In S. Je (Ed.), Proceedings of 12th International Congress on Mathematical Education ICME 12. Seoul, Korea: National University of Education.