What aspects can characterize the specialised knowledge of a mathematics teacher educator?
Tipo de documento
Lista de autores
Martignone, Francesca, Ferretti, Federica y Rodriguez, Luis
Resumen
This paper presents an exploratory qualitative study which was carried out by means of questionnaires for identifying some knowledge claimed by Mathematics Teacher Educators (MTEs) as important to be, or to become, a “good teacher educator”. The study focused the analysis on some teacher educators’ answers about MTE’s specialised knowledge. Mathematics Teachers’ Specialised Knowledge model (the so-called MTSK model) helped us to identify specific dimensions and domains of teacher educators’ specialised knowledge, identified in some mathematics teacher educators’ answers. From this information, by analysing similarities and differences and prevalent ideas, we raise hypotheses about some features that teacher educators believe as a part of MTE’s specialised knowledge. Finally, we propose an adaptation of the MTSK model that can describe the teacher educator’s specialised knowledge (Mathematics Teacher Educators’ Specialised Knowledge model - MTESK model) by capturing and including in the model the main issues obtained in the study.
Fecha
2022
Tipo de fecha
Estado publicación
Términos clave
Competencias | Desarrollo del profesor | Exploratorio | Inicial | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Referencias
Aguilar-González, Á., Muñoz-Catalán, C., Carrillo-Yáñez, J., and Rodríguez-Muñiz, L. J. (2018). ¿Cómo establecer relaciones entre conocimiento especializado y concepciones del profesorado de matemáticas? PNA. Revista de Investigación en Didáctica de la Matemática, 13(1), 41-61. https://doi.org/10.30827/pna.v13i1.7944 Aguilar-González, A., Muñoz-Catalán, C., and Carrillo, J. (2019). An example of connections between the mathematics teachers’ conceptions and specialised knowledge. EURASIA. Journal of Mathematics, Science and Technology Education, 15(2), 1-15. https:// doi.org/10.29333/ejmste/101598 Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., Sabena, C., and Soury-Lavergne, S. (2013). The meta-didactical transposition: a model for analysing teachers education programs. In Lindmeier, A. M., and Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 97-124). PME. Andrews, P., & Hatch, G. (2000). A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43(1), 31-64. https://doi.org/10.1023/A:1017575231667 Ball, D.L., Thames, M.H., and Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi. org/10.1177/0022487108324554 Barlow, A. T., and Reddish, J. M. (2006). Mathematical myths: Teacher candidates’ beliefs and the implications for teacher educators. The Teacher Educator, 41(3), 145-157. https://doi.org/10.1080/08878730609555380 Bartolini Bussi, M.G., and Martignone, F. (2013). Cultural issues in the communication of research on mathematics education. For the Learning of Mathematics, 33(1), 2-8. 322 Educación MatEMática, vol. 34, núM. 3, diciEMbrE dE 2022What aspects can characterize the specialised knowledge of a mathematics teacher educator? Beswick, K., and Chapman, O. (2012). Discussion group 12: Mathematics teacher educators’ knowledge for teaching. Conducted at the 12th International Congress on Mathematics Education held in Seoul, South Korea. Beswick, K., and Chapman, O. (2015). Mathematics Teacher Educators’ Knowledge for Teaching. In S.J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education (pp. 629-632). Springer. https://doi.org/10.1007/978-3-31912688-3_74 Beswick, K., and Goos, M. (2018). Mathematics teacher educator knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, 21, 417–427. https://doi.org/10.1007/s10857-018-9416-4 Brown, L., Helliwell, T., and Coles, A. (2018). Working as mathematics teacher educators at the meta-level (to the focus of the teachers on developing their teaching). AIEM: Avances de Investigación en Educación Matemática, 13, 105-122. https://doi. org/10.35763/aiem.v0i13.230 Carrillo-Yáñez, J., Climent, N., Montes, M., Contreras, L.C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, A., Ribeiro, M., and MuñozCatalán, M.C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236-253. https://doi.org/10.1080 /14794802.2018.1479981 Chauvot, J. B. (2008). Curricular Knowledge and the Work of Mathematics Teacher Educators. Issues in Teacher Education, 17(2), 83-99. https://doi.org/10.1016/j. tate.2008.09.006 Chick, H., and Beswick, K. (2013). Educating Boris: An Examination of Pedagogical Content Knowledge for Mathematics Teacher Educators. In V. Steinle, L. Ball, and C. Bardini (Eds.), Mathematics Education: Yesterday, today and tomorrow. Proceedings of the 36th annual Conference of the Mathematics Education Research Group of Australasia (pp. 170-177). MERGA. Clark, L. M., DePiper, J. N., Frank, T. J., Nishio, M., Campbell, P. F., Smith, T. M., Griffin, M. J., Rust, A. H., Conant, D. L., and Choi, Y. (2014). Teacher characteristics associated with mathematics teachers’ beliefs and awareness of their students’ mathematical dispositions. Journal for Research in Mathematics Education, 45(2), 246-284. https://doi. org/10.5951/jresematheduc.45.2.0246 Coles, A. (2014). Mathematics teachers learning with video: the role, for the didactician, of a heightened listening. ZDM Mathematics Education, 46(2), 267-278. https://doi. org/10.1007/s11858-013-0541-3 323 Educación MatEMática, vol. 34, núM. 3, diciEMbrE dE 2022 Francesca Martignone, Federica Ferretti, Luis J. Rodríguez-Muñiz Dinham, S. (2013). The quality teaching movement in Australia encounters difficult terrain: A personal perspective. Australian Journal of Education, 57(2), 91-106. https://doi. org/10.1177/0004944113485840 Escudero-Ávila, D., Montes, M., and Contreras, L.C. (2021). What do mathematics teacher educators need to know? Reflections emerging from the content of mathematics teacher education. In M. Goos, and K. Beswick (Eds.), The Learning and Development of Mathematics Teacher Educators (23-40). Springer. https://doi.org/10.1007/978-3030-62408-8_2 Even R., Krainer K., and Huang R. (2018). Education of Mathematics Teacher Educators. In S. Lerman S. (Ed.), Encyclopedia of Mathematics Education (pp. 258-262). Springer. https://doi.org/10.1007/978-3-030-15789-0_55 Ferretti, F. (2020). Mathematics teacher’s specialised knowledge of prospective primary teachers: An explorative study. PNA. Revista de Investigación en Didáctica de la Matemática, 14(3), 226-240. https://doi.org/10.30827/pna.v14i3.10272 Ferretti, F., Martignone, F., and Rodríguez-Muñiz, L. J. (2021). Mathematics Teachers Educator Specialized Knowledge model. Zetetiké, 29, e021001. https://doi.org/10.20396/ zet.v29i00.8661966 Flores, E., Escudero, D., and Carrillo, J. (2013). A theoretical review of Specialized Content Knowledge. In B. Ubuz, C. Haser and M.A. Mariotti (eds.), Proceedings of the 8th Conference of European Research in Mathematics Education (pp. 3055–3064). ERME. Goos, M. (2009). Investigating the professional learning and development of mathematics teacher educators: A theoretical discussion and research agenda. In R. Hunter, B. Bicknell, and T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 209-216). MERGA. Goos, M. and Beswick, K. (2021). The Learning and Development of Mathematics Teacher Educators. Springer. https://doi.org/10.1007/978-3-030-62408-8 Koster, B., Korthagen, F. A. J., and Wubbels, T. H. (1998). Is there anything left for us? Functions of cooperating teachers and teacher educators. European Journal of Teacher Education, 21(1), 75–89. https://doi.org/10.1080/0261976980210108 Krainer, K. (2001). Teachers’ growth is more than the growth of individual teachers: The case of Gisela. In F.-L. Lin, and T.J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 271–293). Kluwer Academic Publishers. https://doi. org/10.1007/978-94-010-0828-0_13 Krainer K., Chapman O., and Zaslavsky O. (2014). Mathematics Teacher Educator as Learner. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 431-434). Springer. https://doi.org/10.1007/978-94-007-4978-8_108 324 Educación MatEMática, vol. 34, núM. 3, diciEMbrE dE 2022What aspects can characterize the specialised knowledge of a mathematics teacher educator? Halai, A. (1998). Mentor, Mentee and Mathematics: A Story of Professional Development. Journal of Mathematics Teacher Education 1, 295–315. https://doi. org/10.1023/A:1009994102455 Hill, H.C., Ball, D.L., and Schilling, S.G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400. https://doi.org/10.5951/ jresematheduc.39.4.0372 Jaworski, B. (2001). Developing mathematics teaching: Teachers, teacher educators, and researchers as co-learners. In F.-L. Lin and T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Kluwer. https://doi.org/10.1007/978-94-0100828-0_14 Jaworski, B. (2006). Theory and practice in mathematics teaching development: critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211. https://doi.org/10.1007/s10857-005-1223-z Jaworski, B. (2008). Mathematics teacher educator learning and development: An introduction. In International Handbook of Mathematics Teacher Education (Vol. 4, pp. 1–13). Brill Sense. https://doi.org/10.1163/9789087905521_002 Jaworski, B. (2012). Mathematics teaching development as a human practice: identifying and drawing the threads. ZDM – The International Journal on Mathematics Education, 44(5), 613–625. https://doi.org/10.1007/s11858-012-0437-7 Jaworski, B., and Wood, T. (Eds.) (2008). International handbook of mathematics teacher education: Vol. 4 The mathematics teacher educator as a developing professional. Sense Publishers. Laski, E. V., Reeves, T. D., Ganley, C. M., and Mitchell, R. (2013). Mathematics teacher educators’ perceptions and use of cognitive research. Mind, Brain, and Education, 7(1), 63-74. https://doi.org/10.1111/mbe.12009 Lin, F. L., Yang, K. L., Hsu, H. Y., and Chen, J. C. (2018). Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth. Educational Studies in Mathematics, 98(2), 197-214. https://doi.org/10.1007/s10649-018-9804-9 Linder, S. M. (2011). The facilitator’s role in elementary mathematics professional development. Mathematics Teacher Education and Development, 13(2), 44-66. Llinares, S., and Krainer, K. (2006). Mathematics (student) teachers and teacher educators as learners. In A. Gutiérrez, and P. Boero (Eds.), Handbook of research on the psychology of mathematics education (pp. 429-459). Brill Sense. https://doi. org/10.1163/9789087901127_016 325 Educación MatEMática, vol. 34, núM. 3, diciEMbrE dE 2022 Francesca Martignone, Federica Ferretti, Luis J. Rodríguez-Muñiz Malara, N. A., and Zan, R. (2002). The problematic relationship between theory and practice. In L. D. English (Ed.), Handbook of International Research in Mathematics Education (pp. 553–580). Routledge. https://doi.org/10.4324/9781410602541-19 Masingila, J., Olanoff, G., and Kimani, P. (2018). Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal of Mathematics Teacher Education, 21(5), 429–450. https://doi.org/10.1007/s10857-017-9389-8 Masingila, J., Kimani, P., and Olanoff, G. (2019). Using a community of practice to support mathematics teacher educators’ growth and development. In M. Graven, H. Venkat, A. Essien, and P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 81-88). PME. Muñiz-Rodríguez, L., Rodríguez-Muñiz, L. J., and Alsina, Á. (2020). Deficits in the Statistical and Probabilistic Literacy of Citizens: Effects in a World in Crisis. Mathematics, 8(11), 1872. https://doi.org/10.3390/math8111872 National Council of Teachers of Mathematics [NCTM] (2000). Principles and Standards for School Mathematics. NCTM. Ozmantar, M. F., and Agac, G. (2021). Mathematics teacher educators’ knowledge sources in teacher education practices. Mathematics Education Research Journal, 1–27. https://doi.org/10.1007/s13394-021-00382-x Palhares, P., Gomes, A., Carvalho, P., and Cebolo, V. (2009). From Teacher Education to Teacher Practice: A Gap Affecting the Implementation of Tasks. In B. Clarke, B. Grevholm, & R. Millman (Eds.), Tasks in Primary Mathematics Teacher Education (pp. 275-284). Springer. https://doi.org/10.1007/978-0-387-09669-8_18 Pascual, M. I., Montes, M., and Contreras, L. C. (2019). Un acercamiento al conocimiento del formador de profesores de matemáticas. In J. M. Marbán, M. Arce, A. Maroto, J. M. Muñoz-Escolano, and Á. Alsina (Eds.), Investigación en Educación Matemática XIX (pp. 473-482). Universidad de Valladolid and SEIEM. Pascual, M., Montes, M., and Contreras, L. C. (2021). The Pedagogical Knowledge Deployed by a Primary Mathematics Teacher Educator in Teaching Symmetry. Mathematics, 9(11), 1241. https://doi.org/10.3390/math9111241 Patton, M. (2002). Qualitative research and evaluation methods. Sage Publications. Peled, I., and Hershkovitz, S. (2004). Evolving research of mathematics teacher educators: The case of non-standard issues in solving standard problems. Journal of Mathematics Teacher Education, 7(4), 299–327. https://doi.org/10.1007/s10857-004-1786-0 Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. En F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). IAP. 326 Educación MatEMática, vol. 34, núM. 3, diciEMbrE dE 2022What aspects can characterize the specialised knowledge of a mathematics teacher educator? Rasmussen, C., Zandieh, M., and Wawro, M. (2009). How do you know which way the arrows go? The emergence and brokering of a classroom mathematics practice. In W.-M. Roth (Ed.), Mathematical representations at the interface of the body and culture (pp. 171–218). Information Age Publishing. Ribeiro, M., Aslan-Tutak, F., Kuntze, S., Martignone, F., Rø, K., and Toor, A. (2017). Introduction to the papers of TWG20: Mathematics teacher knowledge, beliefs, and identity. In T. Dooley, and G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 3220-3223). DCU Institute of Education and ERME. Ribeiro, M., Martignone, F., Aslan-Tutak, F., Rø, K., Montes, M., and S. Kuntze (2019). Introduction to the papers of TWG20: Mathematics teacher knowledge, beliefs, and identity. In U.T. Jankvist, M. Van den Heuvel-Panhuizen, and M. Veldhuis (Eds.). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. hal-02430394). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. Robutti O. (2018). Meta-didactical Transposition. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 1-10), Springer. https://doi.org/10.1007/978-3-319-774879_100012-1 Rowland, T., Turner, F., Thwaites, A., and Huckstep, P. (2009). Developing primary mathematics teaching: Reflecting on practice with the Knowledge Quartet. Sage Publications Ltd. https://doi.org/10.4135/9781446279571 Sheppard, M. E., and Wieman, R. (2020). What do teachers need? Math and special education teacher educators’ perceptions of essential teacher knowledge and experience. The Journal of Mathematical Behavior, 59, 100798. https://doi.org/10.1016/j. jmathb.2020.100798 Schoenfeld, A. H. (2011). How we think: A theory of goal-oriented decision making and its educational applications. Routledge. Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 127-146). Macmillan. Yang, K. L., Hsu, H. Y., Lin, F. L., Chen, J. C., and Cheng, Y. H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 19-39. https://doi.org/10.1007/s10649-014-9589-4 Zaslavsky, O. (2009). Mathematics educators’ knowledge and development. In R. Even, and D. L. Ball (Eds.), The professional education and development of teachers of mathematics (pp. 105-111). Springer. https://doi.org/10.1007/978-0-387-09601-8_12 327 Educación MatEMática, vol. 34, núM. 3, diciEMbrE dE 2022 Francesca Martignone, Federica Ferretti, Luis J. Rodríguez-Muñiz Zaslavsky, O., and Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7(1), 5-32. https://doi.org/10.1023/b:jmte.0000009971.13834.e1 Zaslavsky, O., Chapman, O., and Leikin, R. (2003). Professional development of mathematics educators: Trends and tasks. In A. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, and F. S. Leung (Eds.), Second International Handbook of Mathematics Education (pp. 877–917). Kluwer. https://doi.org/10.1007/978-94-010-0273-8_28
Proyectos
Cantidad de páginas
28