Argumentos para los futuros maestros en torno al conocimiento matemático
Departing from initial training on Mathematics teaching, this article analyses several beliefs held by future teachers regarding mathematical knowledge. Some of these beliefs are an authentic obstacle for an advance towards quality Mathematics teaching, therefor, the autors reproduce five arguments...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2006 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/9451 |
| Acceso en línea: | http://hdl.handle.net/10256/9451 |
| Access Level: | acceso abierto |
| Palabra clave: | Mestres -- Formació Mathematics -- Study and teaching (Higher) Didàctica Matemàtica -- Ensenyament universitari Teachers -- Training of Teaching |
| Sumario: | Departing from initial training on Mathematics teaching, this article analyses several beliefs held by future teachers regarding mathematical knowledge. Some of these beliefs are an authentic obstacle for an advance towards quality Mathematics teaching, therefor, the autors reproduce five arguments given to groups of future teachers in order to tackle some of their beliefs on Mathematics and making them build, modify or consolidate a more complex imatge of mathematical knowledge and Mathematics work in the classroom |
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