Concepts of University Graduates of Mathematics Teachers and Education: What is the relationship between them?
In this paper the conceptions about learning of math teachers were investigated, trained teachers and teachers in training. Two studies with an ex post facto design were carried out. The results showed that, beyond the greater cohesion founded in the conceptions of trained teacher...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Colombia |
| Institución: | Universidad Industrial de Santander |
| Repositorio: | Repositorio UIS |
| Idioma: | español |
| OAI Identifier: | oai:noesis.uis.edu.co:20.500.14071/6172 |
| Acceso en línea: | https://revistas.uis.edu.co/index.php/revistadocencia/article/view/6850 https://noesis.uis.edu.co/handle/20.500.14071/6172 |
| Access Level: | acceso abierto |
| Palabra clave: | teachers conceptions learning mathematics Training of trainers docentes concepciones aprendizaje matemática formación de formadores |
| Sumario: | In this paper the conceptions about learning of math teachers were investigated, trained teachers and teachers in training. Two studies with an ex post facto design were carried out. The results showed that, beyond the greater cohesion founded in the conceptions of trained teachers, they do not differ significantly from those who are in training. The teacher’s verbal knowledge, more explicit, responds to constructive conceptions while procedural knowledge, close to implicit features, is related to interpretative conceptions. |
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