A study of pre-service primary teachers' discourse when solving didactic-mathematical tasks
From a commognitive approach, this article focuses on the discourse generated by pre service primary teachers who are solving didactic-mathematical tasks. Our aims are to study the characteristics of the aforementioned discourse and, through these characteristics, identify whether a discourse close...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/157531 |
| Acceso en línea: | https://hdl.handle.net/11441/157531 https://doi.org/10.29333/ejmste/108631 |
| Access Level: | acceso abierto |
| Palabra clave: | Commognitive approach Didactic-mathematical task Discourse Pre service primary teachers |
| Sumario: | From a commognitive approach, this article focuses on the discourse generated by pre service primary teachers who are solving didactic-mathematical tasks. Our aims are to study the characteristics of the aforementioned discourse and, through these characteristics, identify whether a discourse close to the one of primary teachers is beginning to emerge. The sources of data were audio-recordings of group discussions and group reports. Two different discourses were identified in our results. One is the discourse generated by pre-service teachers when adopt the role of students of any level who have to solve a task proposed in the classroom. The other discourse is linked to the adoption of a role close to their future professional work. If we consider that the acquisition of a specific discourse enables future teachers to integrate into the community of practice of primary teachers, the role of the different discourses becomes a relevant element in teacher education |
|---|