Desarrollo profesional de futuros docentes de matemáticas de educación secundaria

Autors/ores

Resum

El objetivo de esta investigación es caracterizar el desarrollo profesional de tres estudiantes para profesor de Matemáticas en educación secundaria que participaron en un programa de desarrollo profesional diseñado ad hoc. Este estudio se apoya en el modelo teórico de trayectoria documental de Rocha (2021), dentro del enfoque documental de la didáctica. El análisis cualitativo de los datos, de carácter deductivo, se llevó a cabo en dos etapas. Los resultados muestran los desarrollos profesionales de los tres estudiantes para profesor, a través de sus experiencias documentales inferidas y representadas mediante trayectorias documentales. Se concluye que las competencias más complejas de desarrollar para los estudiantes para profesor son la de dirigir discusiones productivas e interpretar el pensamiento matemático de los estudiantes y la toma de decisiones en el aula.

Paraules clau

Estudiante para profesor de Matemáticas de educación secundaria, Génesis documental, Enfoque documental de la didáctica, Trayectoria documental, Desarrollo profesional

Referències

Adler, J. (2000). Conceptualising Resources as a Theme for Teacher Education. Journal of Mathematics Teacher Education, 3(3), 205-224. https://doi.org/10.1023/A:1009903206236

Assis, C., Gitirana, V., y Trouche, L. (2018). The Metamorphosis of resource systems of prospective teacher: from studying to teaching. En V. Gitirana, T. Miyakawa, M. Rafalska, S. Soury-Lavergne, y L. Trouche (Eds.), Proceedings of the Re(s)sources, International Conference (pp. 39- 42). ENS de Lyon.

Clarke, D. J. (2013). Contingent conceptions of accomplished practice: The cultural specificity of discourse in and about the mathematics classroom. ZDM-The International Journal on Mathematics Education, 45(1), 21-33. https://doi.org/10.1007/s11858-012-0452-8

Darling-Hammond, L., Hyler, M. E., y Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.

Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199.

https://doi.org/10.3102/0013189X08331140

Earnest, D. y Amador, J. M. (2019). Lesson planimation: prospective elementary teachers’ interactions with mathematics curricula. Journal of Mathematics Teacher Education, 22(1), 37-68. https://doi.org/10.1007/s10857-017-9374-2

Espinoza, M., Herrera, P., Ruiz, O. A., Aráuz, D. F., y González, A. (2019). Matemática 10. Décimo Grado. Guía para el Docente. Educación Secundaria. Ministerio de Educación (MINED-Nicaragua).

Greenleaf, C. L., Schoenbach, R., Cziko, C., y Mueller, F. L. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71(1), 79-129. https://doi.org/10.17763/haer.71.1.q811712577334038

Grossman, P. L., Wineburg, S., y Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103, 942-1012. https://doi.org/10.1111/0161-4681.00140

Gueudet, G., y Trouche, L. (2012). Teachers’ Work with Resources: Documentational Geneses and Professional Geneses. En G. Gueudet, B. Pepin, y L. Trouche (Eds.), From text to ‘lived’ resources: Mathematics curriculum materials and teacher development (pp. 23-41). Springer. https:// 10.1007/978-94-007-1966-8_2

Hoch, M., y Dreyfus, T. (2006). Structure sense versus manipulations skills: an unexpected result. En J. Novotná, H. Moraova, M. Krâtká, y N. Stehliková (Eds.), Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3 (pp. 305-312).

Jacobs, V. R. y Spangler, D. A. (2017). Research on core practices in K-12 mathematics teaching. En J. Cai (Ed.), Compendium for research in mathematics education. Reston, VA: National Council of Teachers of Mathematics (pp. 766-792).

Jones, K. y Edwards, R. (2016). Planning for mathematics learning. En S. Johnston-Wilder, P. Johnston-Wilder, D. P. And y C. Lee (Eds.), Learning to Teach Mathematics in the Secondary School.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., ... y Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of teacher education, 64(3), 226-243. https://doi.org/10.1177/0022487112473837

Lee, E. J., Lee, K. H., y Park, M. (2019). Developing preservice teachers’ abilities to modify mathematical tasks: Using noticing-oriented activities. International Journal of Science and Mathematics Education, 17(5), 965-985. https://doi.org/10.1007/s10763-018-9891-1

Llinares, S., Valls, J., y Roig, A. I. (2008). Aprendizaje y diseño de entornos de aprendizaje basado en videos en los programas de formación de profesores de matemáticas. Educación matemática, 20(3), 59-82. https://doi.org/10.24844/EM2003.03

Lindvall, J., Helenius, O., Eriksson, K., y Ryve, A. (2022). Impact and Design of a National-scale Professional Development Program for Mathematics Teachers. Scandinavian Journal of Educational Research, 66(5), 744-759, https://doi.org/10.1080/00313831.2021.1910563

Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp. 491-518). Longman.

Llinares, S., Breda, A., Rodríguez, N. C., Fernández, C., Font, V., Gómez, J. L. L., ..., y Sánchez, A. (2022). Formación y desarrollo profesional del profesorado de matemáticas. En L. Blanco, N. Climent, M. T. González, A. Moreno, G. Sánchez-Matamoros, C. de Castro, y C. Jiménez (cords.), Aportaciones al desarrollo del currículo desde la investigación en educación matemática (pp. 481-530). Editorial Universidad de Granada.

Lloyd, G. (2008). Curriculum use while learning to teach: One student teacher’s appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94. https://doi.org/10.2307/30034888

Moreno, M., Valls, J., Sánchez-Matamoros, G., y Aráuz, D. F. (2025). ANEXOS Research Paper «Professional development of preservice secondary school mathematics teachers». figshare. https://doi.org/10.6084/m9.figshare.28846409.v1

Naftaliev, E. (2018). Prospective Teachers’ Interactions with Interactive Diagrams: Semiotic Tools, Challenges and Well-Trodden Paths. En L. Fan, L. Trouche, C. Qi, S. Rezat, y J. Visnovska (Eds.). Research on mathematics textbooks and teachers’ resources: Advances and issues (ICME-13 monograph) (pp. 145-164). Springer. https://doi.org/10.1007/978-3-319-73253-4_14

Pastre, P. (2011). La didactique profesionnelle. Approche anthropologique du developpement chez les adultes (Professional didactics: Anthropological approach to adult development). Presses Universitaires de France (PUF).

Pepin, B. y Gueudet, G. (2020). Curriculum Resources and Textbooks in Mathematics Education. En S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 172-176). Springer. https://doi.org/10.1007/978-3-030-15789-0_40

Putnam, R. T. y Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. https://doi.org/10.3102/0013189X029001004

Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211

Rocha, K. (2021b). O uso do conceito de trajetória documental para analisar as relações entre recursos e desenvolvimento profissional do professor de Matemática. Educação Matemática Pesquisa, 23(3), 455-481. http://dx.doi.org/10.23925/1983-3156.2021v23i3p455-481

Sancar, R., Atal, D., y Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and teacher education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305

Sherin, M. G. y Drake, C. (2009). Curriculum strategy framework: investigating patterns in teachers’ use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467-500. https://doi.org/10.1080/00220270802696115

Stein, M. K., Engle, R. A., Smith, M. S., y Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and learning, 10(4), 313-340. https://doi.org/10.1080/10986060802229675

Stockero, S. L., y Van Zoest, L. R. (2013). Characterizing pivotal teaching moments in beginning mathematics teachers’ practice. Journal of Mathematics Teacher Education, 16(2), 125-147. https://doi.org/10.1007/s10857-012-9222-3

Trouche, L., Adler, J., y Remillard, J. T. (2023). Conceptualizing teachers’ interactions with resources in crossing languages and cultures. ZDM-Mathematics Education, 55(3), 497-519. https://doi.org/10.1007/s11858-023-01488-1

Trouche, L., Gueudet G., y Pepin, B. (2018). Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems? En L. Fan, L. Trouche, C. Qi, S. Rezat, y J. Visnovska (Eds.), Research on mathematics textbooks and teachers’ resources: Advances and issues (ICME-13 monograph) (pp. 3-27). Springer. https://doi.org/10.1007/978-3-319-73253-4_1

Tyminski, A. M., Zambak, V. S., Drake, C., y Land, T. J. (2014). Using representations, decomposition, and approximations of practices to support prospective elementary mathematics teachers’ practice of organizing discussions. Journal of Mathematics Teacher Education, 17, 463-487. https://doi.org/10.1007/s10857-013-9261-4

van Es, E. A., Cashen, M., Barnhart, T., y Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187. https://doi.org/10.1080/07370008.2017.1317125

Weiland, I. S., Hudson, R. A., y Amador, J. M. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12, 329-352. https://doi.org/10.1007/s10763-013-9402-3

DOI

https://doi.org/10.5565/rev/ensciencias.6320

Publicades

03-06-2025

Com citar

Moreno, M., Valls, J., Sánchez-Matamoros, G., & Aráuz, D. F. (2025). Desarrollo profesional de futuros docentes de matemáticas de educación secundaria. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 42(2), 61–80. https://doi.org/10.5565/rev/ensciencias.6320

Descàrregues

Les dades de descàrrega encara no estan disponibles.

Funding data

Drets d'autor (c) 2025 Mar Moreno, Julia Valls, Gloria Sánchez-Matamoros, Domingo Felipe Aráuz

Creative Commons License

Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.