A perspective for the analysis of the mathematics teacher's practice. Methodological implications

Authors

  • José María Gavilán
  • María Mercedes García
  • Salvador Llinares Ciscar

Abstract

To analyse the mathematics teacher’s practice involves making explicit a model of the student’s learning (construction of mathematical knowledge) and generating analytic tools that allow explaining the teacher’s practice in a way coherent with the chosen learning model. In this article we introduce the analytic tool «modelling of mechanisms for the construction of knowledge» to carry out this analysis and the «vignette» notion as the way to make it explicit in the analysis of the teacher’s practice.

Keywords

Teacher’s practice, construction of knowledge, modelling of mechanism of construction, derivative

DOI

https://doi.org/10.5565/rev/ensciencias.3768

Published

2008-05-13

How to Cite

Gavilán, J. M., García, M. M., & Llinares Ciscar, S. (2008). A perspective for the analysis of the mathematics teacher’s practice. Methodological implications. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 25(2), 157–170. https://doi.org/10.5565/rev/ensciencias.3768

Downloads

Download data is not yet available.

Copyright (c) 2008 José María Gavilán, María Mercedes García, Salvador Llinares Ciscar

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.