dc.creator | Martín Molina, Verónica | es |
dc.creator | Toscano Barragán, Rocío | es |
dc.creator | Fernández León, Aurora | es |
dc.creator | Gavilán Izquierdo, José María | es |
dc.creator | González Regaña, Alfonso José | es |
dc.date.accessioned | 2024-05-07T08:43:22Z | |
dc.date.available | 2024-05-07T08:43:22Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Martín Molina, V., Toscano Barragán, R., Fernández León, A., Gavilán Izquierdo, J.M. y González Regaña, A.J. (2023). Characterising pre-service primary school teachers’ discursive activity when defining. International Journal of Instruction, 16 (3), 117-130. https://doi.org/10.29333/iji.2023.1637a. | |
dc.identifier.issn | 1308-1470 (electrónico) | es |
dc.identifier.issn | 1694-609X (impreso) | es |
dc.identifier.uri | https://hdl.handle.net/11441/157765 | |
dc.description.abstract | This paper studies how pre-service primary school teachers construct and select
mathematical definitions through the analysis of their discursive activity.
Specifically, the theory of commognition (Sfard, 2008) is employed to determine
whether the existence of different meta-rules always leads to the existence of a
commognitive conflict. Moreover, we study the reasons that give rise to the
commognitive conflicts found and whether they are resolved. To this end, we
studied the discourse of 45 pre-service primary school teachers while they
answered several questions on defining geometric solids. The data in this study
consisted of audio recordings of their discussions and their written answers. In this
paper, three vignettes showing different meta-rules are presented. In the first,
discussions regarding the characteristics of a definition promoted the appearance
of different meta-rules that existed in incommensurable discourses, which meant
the existence of a commognitive conflict. This conflict highlights the fact that
certain pre-service teachers confuse the processes of describing and defining. Both
the second and third vignettes featured the appearance of two different meta-rules.
However, in both cases, those meta-rules could coexist in the same discourse, and
therefore a commognitive conflict could not be inferred | es |
dc.description.sponsorship | Universidad de Sevilla (Spain). PPIIV.4/2021/005 | es |
dc.description.sponsorship | Junta de Andalucía (Spain) under Grant 2021/FQM226 | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | Modestum Publishing | es |
dc.relation.ispartof | International Journal of Instruction, 16 (3), 117-130. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Commognitive framework | es |
dc.subject | Commognitive conflict | es |
dc.subject | Discourse | es |
dc.subject | Mathematical practice of defining | es |
dc.subject | Meta-rule | es |
dc.subject | Pre-service primary school teacher | es |
dc.title | Characterising pre-service primary school teachers’ discursive activity when defining | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Matemáticas | es |
dc.relation.publisherversion | https://doi.org/10.29333/iji.2023.1637a | es |
dc.identifier.doi | 10.29333/iji.2023.1637a | es |
dc.contributor.group | Universidad de Sevilla. FQM-226: GRUPO DE INVESTIGACION EN EDUCACION MATEMATICA | es |
idus.validador.nota | Nieves | es |
dc.journaltitle | International Journal of Instruction | es |
dc.publication.volumen | 16 | es |
dc.publication.issue | 3 | es |
dc.publication.initialPage | 117 | es |
dc.publication.endPage | 130 | es |