The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge DOI Open Access
Paula Verdugo-Hernández, Sofía Caviedes

Eurasia Journal of Mathematics Science and Technology Education, Год журнала: 2024, Номер 20(10), С. em2525 - em2525

Опубликована: Окт. 15, 2024

This article aims to identify the knowledge that enables a prospective secondary school teacher mobilize number sense components during pre-professional practicum. Using qualitative case study approach, four classroom episodes focused on fractions, percentages, and algebraic language are analyzed. The involves one 23 students from multi-grade in central-southern Chile. analysis integrates teacher’s specialized mathematical working spaces explore how these frameworks inform knowledge. findings reveal employs personal theories, real-life examples, graphical aids enhance students’ understanding, though there is reliance rules algorithms. While teaching, less emphasis fostering conceptual understanding judgement. recommends improving training programs better equip teachers grasping components, highlighting need for more its development.

Язык: Английский

How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education DOI Creative Commons
Angelika Bikner‐Ahsbahs

Educational Studies in Mathematics, Год журнала: 2025, Номер unknown

Опубликована: Фев. 20, 2025

Язык: Английский

Процитировано

0
Adopting a Framework for Investigating Mathematics Teachers’ Technology-integrated Classroom Teaching Practice: Structuring Features of Classroom Practice DOI Creative Commons
Ali Şimşek, Alison Clark‐Wilson

International Journal of Science and Mathematics Education, Год журнала: 2024, Номер unknown

Опубликована: Июль 6, 2024

Abstract In recent years, there has been a growing effort to deepen our understanding of the complexities and mechanisms involved in integrating technology into mathematics education. This pursuit led emergence various theoretical frameworks, among which Structuring Features Classroom Practice (SFCP) (Ruthven, 2009) stands out. paper presents thorough review SFCP framework its fundamental components, with particular emphasis on utilisation examining teachers’ domain-specific classroom practices involving digital technology. Drawing upon data from multiple case study, this aims illustrate adoption operationalisation analysing how secondary teachers integrate dynamic tools their as they teach mathematical domain geometric similarity. By contributing testing refinement SFCP, advances comprehension innovative yet promising framework. Additionally, it provides demonstration practical application offers critical reflection utility exploring everyday for teaching specific concepts.

Язык: Английский

Процитировано

0
The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge DOI Open Access
Paula Verdugo-Hernández, Sofía Caviedes

Eurasia Journal of Mathematics Science and Technology Education, Год журнала: 2024, Номер 20(10), С. em2525 - em2525

Опубликована: Окт. 15, 2024

This article aims to identify the knowledge that enables a prospective secondary school teacher mobilize number sense components during pre-professional practicum. Using qualitative case study approach, four classroom episodes focused on fractions, percentages, and algebraic language are analyzed. The involves one 23 students from multi-grade in central-southern Chile. analysis integrates teacher’s specialized mathematical working spaces explore how these frameworks inform knowledge. findings reveal employs personal theories, real-life examples, graphical aids enhance students’ understanding, though there is reliance rules algorithms. While teaching, less emphasis fostering conceptual understanding judgement. recommends improving training programs better equip teachers grasping components, highlighting need for more its development.

Язык: Английский

Процитировано

0