dc.creator | Toscano Barragán, Rocío | es |
dc.creator | Fernández Leon, Aurora | es |
dc.creator | Gavilán Izquierdo, José María | es |
dc.creator | González Regaña, Alfonso José | es |
dc.creator | Martín Molina, Verónica | es |
dc.date.accessioned | 2024-07-11T11:25:10Z | |
dc.date.available | 2024-07-11T11:25:10Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | 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. | |
dc.identifier.issn | 0732-3123 | es |
dc.identifier.uri | https://hdl.handle.net/11441/161298 | |
dc.description.abstract | 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. | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | Elsevier | es |
dc.relation.ispartof | Journal of Mathematical Behavior, 75, 101170. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Commognitive conflicts | es |
dc.subject | Defining | es |
dc.subject | Pre-service mathematics teachers | es |
dc.subject | Prototypical examples | es |
dc.subject | Routines | es |
dc.title | Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids | 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/10.1016/j.jmathb.2024.101170 | es |
dc.identifier.doi | 10.1016/j.jmathb.2024.101170 | es |
dc.contributor.group | Universidad de Sevilla. FQM226: Grupo de Investigacion en Educacion Matematica | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | Journal of Mathematical Behavior | es |
dc.publication.volumen | 75 | es |
dc.publication.initialPage | 101170 | es |