Artículo
Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids
Autor/es | Toscano Barragán, Rocío
Fernández Leon, Aurora Gavilán Izquierdo, José María González Regaña, Alfonso José Martín Molina, Verónica |
Departamento | Universidad de Sevilla. Departamento de Didáctica de las Matemáticas |
Fecha de publicación | 2024 |
Fecha de depósito | 2024-07-11 |
Publicado en |
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Resumen | The literature has highlighted the significant role of definitions and defining in mathematics
learning and teaching. Furthermore, non-prototypical figures are particularly important when
teaching geometry, but teachers ... The literature has highlighted the significant role of definitions and defining in mathematics learning and teaching. Furthermore, non-prototypical figures are particularly important when teaching geometry, but teachers and pre-service teachers still have problems defining them. For these reasons, we investigated whether there were differences in the way that pre-service mathematics teachers constructed and selected definitions for prototypical and non- prototypical solids. In particular, the commognitive framework was employed to investigate the differences in the discourse of 33 pre-service secondary-school teachers when constructing and selecting definitions in task situations that involved prototypical and non-prototypical solids. Moreover, we studied if some commognitive conflicts appeared in task situations involving non- prototypical solids but not in similar task situations involving prototypical solids. The findings show some differences between the pre-service teachers’ discourses in both types of task situa tions. Additionally, some commognitive conflicts appeared only in task situations with non- prototypical solids. Lastly, we classified those commognitive conflicts. |
Cita | Toscano Barragán, R., Fernández Leon, A., Gavilán Izquierdo, J.M., González Regaña, A.J. y Martín Molina, V. (2024). Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids. Journal of Mathematical Behavior, 75, 101170. https://doi.org/10.1016/j.jmathb.2024.101170. |
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