Connections and teacher's mathematical knowledge: A proposal for an analysis model

被引：0
|
作者：
de Gamboa, Genaro [1 ]
Figueiras, Lourdes [1 ]
机构：
[1] Univ Autonoma Barcelona, Barcelona, Spain
来源：
INVESTIGACION EN EDUCACION MATEMATICA XVIII | 2014年
关键词：
Connections; mathematical teacher knowledge; interconcept and integers;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Making connections is part of several models that analyze the knowledge of the teacher of mathematics from a practical perspective. In this paper we propose a definition and also an associate classification with the aim of analyze the relationship between making connections and teacher knowledge. This theoretical proposal arises from the continuous observation of mathematics classroom. Examples are taken from real episodes related to the introduction of integers. We characterize four typologies of connections and show how each category is associated with different features of teacher knowledge.
引用
收藏
页码：337 / 344
页数：8
相关论文
共 50 条
  • [21] Analysis of Pegi code's knowledge on Teacher Education
    Guerra Antequera, Jorge
    Revuelta Dominguez, Francisco Ignacio
    [J]. REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC, 2016, 15 (01): : 87 - 96
  • [22] Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry
    Eli, Jennifer A.
    Lee, Carl W.
    Mohr-Schroeder, Margaret J.
    [J]. SCHOOL SCIENCE AND MATHEMATICS, 2013, 113 (03) : 120 - 134
  • [23] Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Intervention
    Purpura, David J.
    Napoli, Amy R.
    Wehrspann, Elizabeth A.
    Gold, Zachary S.
    [J]. JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS, 2017, 10 (01) : 116 - 137
  • [24] MODEL-BASED EEG ANALYSIS: PROPOSAL AND VERIFICATION OF MATHEMATICAL MODEL FOR APPLICATION TO NEUROTECHNOLOGY
    Uehara, Kenyu
    Saito, Takashi
    [J]. PROCEEDINGS OF THE ASME INTERNATIONAL MECHANICAL ENGINEERING CONGRESS AND EXPOSITION, 2019, VOL 3, 2020,
  • [25] GEOMETRIC KNOWLEDGE MOBILIZED IN THE TEACHER'S PRACTICE: KNOWLEDGE QUARTET AS AN ANALYSIS TOOL
    da Silva, Franciele
    Pazuch, Vinicius
    [J]. REVISTA LATINOAMERICANA DE INVESTIGACION EN MATEMATICA EDUCATIVA-RELIME, 2023, 26 (01): : 47 - 80
  • [26] The Complexities of Mathematical Knowledge and Beliefs within Initial Teacher Education: An Analysis of Three Cases
    Lo, Wing Yee
    [J]. EDUCATION SCIENCES, 2023, 13 (07):
  • [27] Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis
    Kelcey, Ben
    Hill, Heather C.
    Chin, Mark J.
    [J]. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 2019, 30 (04) : 398 - 431
  • [28] TEACHER KNOWLEDGE AND TEACHING: CONSIDERING THE CONNECTIONS BETWEEN PERSPECTIVES AND FINDINGS
    Even, Ruhama
    [J]. PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1, 2009, 1 : 147 - 148
  • [29] Epistemology of mathematical knowledge and teacher-learner interaction
    Steinbring, Heinz
    [J]. ZDM-MATHEMATICS EDUCATION, 2007, 39 (1-2): : 95 - 106
  • [30] PROPOSAL OF A PEDAGOGICAL MODEL FOR MATHEMATICS TEACHER EDUCATION
    Jimenez Espinosa, Alfonso
    Diaz Moreno, Miguel Arcangel
    Leguizamon Romero, Jose Francisco
    [J]. PRAXIS & SABER, 2011, 2 (03) : 61 - 86
12345