Hacia una formación transformadora de futuros maestros de matemáticas: avances de investigación desde el modelo realista-reflexivo
This article presents from an analytical, interpretative and critical perspective, the results of different studies that evidence advances in research about preservice mathematics teachers' training from a realistic-reflective model. Specifically, four studies are presented on design, application an...
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2019 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/17690 |
| Online Access: | http://hdl.handle.net/10256/17690 |
| Access Level: | Open access |
| Keyword: | Mestres -- Formació Teachers -- Training of Matemàtica -- Ensenyament Mathematics -- Study and Teaching Didàctica Teaching |
| Summary: | This article presents from an analytical, interpretative and critical perspective, the results of different studies that evidence advances in research about preservice mathematics teachers' training from a realistic-reflective model. Specifically, four studies are presented on design, application and analysis of episodes from this model. They include a training cycle; different resources and teaching strategies to promote deconstruction of preservice mathematics teachers' intuitive knowledge which can be an obstacle to their professional development; identifying self-regulation marks that allow deconstructing and co-constructing and reconstructing professional knowledge and; as a synthesis of the preliminary studies, the description of a transformative model of the professional competence that preservice mathematics teachers develop |
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