Combined use of the lesson study and the criteria of didactical suitability for the development of the reflection on the own practice in the training of mathematics teachers

Referencias

Breda, A. & Lima, V.M.R. (2016). Estudio de caso sobre el análisis didáctico realizado en un trabajo final de un master para profesores de matemáticas en servicio [Case Study on the Didactic Assessment over a Final Work of a Master for Mathematics Teachers in Service]. REDIMAT, 5(1), 74-103. Doi: 10.4471/redimat.2016.1955. Breda, A. (2016). Melhorias no ensino de matemática na concepção de professores que realizam o mestrado Profmat no Rio Grande do Sul: uma análise dos trabalhos de conclusão de curso. [Improvements in the teaching of mathematics in the conception of professors who hold the Profmat Master’s Degree in Rio Grande do Sul: an analysis of the master’s thesis]. Tesis de Doctorado no publicada. Pontifícia Universidade Católica do Rio Grande do Sul. Porto Alegre, Brasil. Breda, A., Font, V., & Pino-Fan, L. (2018) Criterios Valorativos y Normativos en La Didáctica de las Matemáticas: el Caso del Constructo Idoneidad Didáctica [Evaluative and normative criteria in Didactics of Mathematics: the case of didactical suitability construct]. Bolema, 32(60), 255-278. Doi: 10.1590/1980-4415v32n60a13. Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: criteria for the reflection and assessment on teaching practice. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918. Doi: 10.12973/eurasia.2017.01207a. Coelho, F. G., de Oliveira, A. T., & Vianna, C. S. (2014). A metodologia da Lesson Study na formação de professores: uma experiência com licenciandos de Matemática [The methodology of the Lesson Study in teacher training: an experience with Mathematics graduates]. VIDYA, 34(2), 1-12. Elliott, J. (1993). El cambio educativo desde la investigación-acción [Action Research for Educational Change] Madrid: Morata. Felix, T. F. (2010). Pesquisando a melhoria de aulas de matemática segundo a proposta curricular do Estado de São Paulo, com a Metodologia da Pesquisa de Aula (Lesson Study) [Researching the improvement of mathematics classes following the curricular proposal of the state of São Paulo, with the methodology Lesson Study]. Tesis de maestria no publicada. Universidade Federal de São Carlos, São Carlos, Brasil. Fernández, C., & Yoshida, M. (2004). Lesson study: a Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Erlbaum. Font, V., Breda, A., & Pino-Fan, L. (2017). Análisis didáctico en un trabajo de fin de máster de un futuro professor [Didactic analysis in a final work of a master for mathematics teachers in pre-service]. En J.M. Muñoz-Escolano, A. Arnal-Bailera, P. Beltrán-Pellicer, M.L. Callejo y J. Carrillo (Eds.), Investigación en Educación Matemática XXI (pp.247-256). Zaragoza: SEIEM. Font, V., Planas, N., & Godino, J. D. (2010). Modelo para el análisis didáctico en educación matemática [A model for the study of mathematics teaching and learning processes]. Infancia y Aprendizaje, 33(1), 89-105. Giacomone, B., Godino, J. D., & Beltrán-Pellicer, P. (2018). Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas [Developing the mathematics teachers’ didactical suitability analysis competence]. Educação e Pesquisa, 44, 1-21. Doi: 10.1590/s1678-4634201844172011. Godino, J. D. (2013). Indicadores de idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas [Indicators of didactical suitability for mathematics teaching and learning processes]. Cuadernos de Investigación y Formación en Educación Matemática, 11, 111-132. Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, 39(1), 127-135. Hart, L. C., Alston, A. S., & Murata, A. (2011). Lesson Study Research and Practice in Mathematics Education. Netherlands: Springer. Kaiber, T., Lemos, A., y Pino-Fan, L. (2017). Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática (EOS): um panorama das pesquisas na América Latina [Onto- Semiotic Approach to Mathematical Cognition and Instruction (OSA): an overview of research in Latin America]. Perspectivas da Educação Matemática, 10(23), 531-552. Lewis, C. C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools. Inc. & Global Education Resources: LLC. Morales, Y. & Font, V. (2017). Análisis de la reflexión presente en las crónicas de estudiantes en formación inicial en educación matemática durante su periodo de práctica professional [Analysis of the refection present in the chronicles of students in initial training in Mathematics Education during their teaching internship]. Acta Scientiae, 19(1), 122-137. Morales, Y., y Font, V. (en prensa). Valoración realizada por una profesora de la idoneidad de su clase de matemáticas [Evaluation by a teacher of the suitability of her math class]. Educação e Pesquisa. Moreira, C. B., Gusmão, T. C. R. S., & Font, V. (2018). Mathematical Tasks for the Development of Space Perception in Early Childhood Education: potentials and limits. Bolema: Boletim de Educação Matemática, 32(60), 231-254. Doi: 10.1590/1980-4415v32n60a12. Murata, A., & Takahashi, A. (2002). Vehicle To Connect Theory, Research, and Practice: How Teacher Thinking Changes in District-Level Lesson Study in Japan. Teaching children mathematics, 436-443. National Council of Teachers of Mathematics (Ed.). (2000). Principles and standards for school mathematics (Vol. 1). Reston, VA: NCTM. Pino-Fan, L., Assis, A., & Castro, W. F. (2015). Towards a methodology for the characterization of teachers’ didactic -mathematical knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1429-1456. Doi: 10.12973/ eurasia.2015.1403a. Pino-Fan, L., Font, V., & Breda, A. (2017). Mathematics teachers’ knowledge and competences model based on the onto-semiotic approach. En B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp.33-40). Singapur: PME. Pochulu, M., Font, V., & Rodríguez, M. (2016). Desarrollo de la competencia en análisis didáctico de formadores de futuros profesores de matemática a través del diseño de tareas [Development of the competence in didactic analysis of training of future mathematics teachers through task design]. Revista Latinoamericana de Investigación en Matemática Educativa-RELIME, 19(1), 71-98. Doi: 10.12802/relime.13.1913. Ramos, A. B. (2006). Objetos personales, matemáticos y didácticos, del profesorado y cambios institucionales. El caso de la contextualización de las funciones en una Facultad de Ciencias Económicas y Sociales [Personal, mathematical and didactic objects of the teaching staff and institutional changes. The case of the contextualization of functions in a Faculty of Economic and Social Sciences]. Tesis de doctorado no publicada. Universitat de Barcelona, Barcelona, España. Schön, D. A. (1983). The Reflective Practitioner: how professionals think in action. New York: Basic Books. Seckel, M. J. (2016). Competencia en análisis didáctico en la formación inicial de profesores de educación básica con mención en matemática [Competence in didactic analysis in the initial formation of teachers of basic education with mention in mathematics]. Tesis de Doctorado no publicada. Universitat de Barcelona, España. Seckel, M. J., y Font (en prensa). Competencia reflexiva en formadores del profesorado de matemática [Reflective competence in mathematics teacher educators]. Magis. Utimura, G. (2015). Docência compartilhada na perspectiva de estudos de aula (lesson study): um trabalho com as figuras geométricas espaciais no quinto ano [Shared teaching from the perspective of Lesson Study: a work with spatial geometrical figures in the fifth year]. Tesis de maestria no publicada. Universidade Cruzeiro do Sul, São Paulo, SP, Brasil. Wang-Iverson, P., & Yoshida, M. (Eds.). (2005). Building our understanding of lesson study. Research for Better Schools, Inc. & Global Education Resources: LL.