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dc.creatorMartín Molina, Verónicaes
dc.creatorToscano Barragán, Rocíoes
dc.creatorFernández León, Auroraes
dc.creatorGavilán Izquierdo, José Maríaes
dc.creatorGonzález Regaña, Alfonso Josées
dc.date.accessioned2024-05-07T08:43:22Z
dc.date.available2024-05-07T08:43:22Z
dc.date.issued2023
dc.identifier.citationMartín 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.issn1308-1470 (electrónico)es
dc.identifier.issn1694-609X (impreso)es
dc.identifier.urihttps://hdl.handle.net/11441/157765
dc.description.abstractThis 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 inferredes
dc.description.sponsorshipUniversidad de Sevilla (Spain). PPIIV.4/2021/005es
dc.description.sponsorshipJunta de Andalucía (Spain) under Grant 2021/FQM226es
dc.formatapplication/pdfes
dc.format.extent14 p.es
dc.language.isoenges
dc.publisherModestum Publishinges
dc.relation.ispartofInternational Journal of Instruction, 16 (3), 117-130.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectCommognitive frameworkes
dc.subjectCommognitive conflictes
dc.subjectDiscoursees
dc.subjectMathematical practice of defininges
dc.subjectMeta-rulees
dc.subjectPre-service primary school teacheres
dc.titleCharacterising pre-service primary school teachers’ discursive activity when defininges
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica de las Matemáticases
dc.relation.publisherversionhttps://doi.org/10.29333/iji.2023.1637aes
dc.identifier.doi10.29333/iji.2023.1637aes
dc.contributor.groupUniversidad de Sevilla. FQM-226: GRUPO DE INVESTIGACION EN EDUCACION MATEMATICAes
idus.validador.notaNieveses
dc.journaltitleInternational Journal of Instructiones
dc.publication.volumen16es
dc.publication.issue3es
dc.publication.initialPage117es
dc.publication.endPage130es

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