Mathematical Argumentation in Elementary Teacher Education: The Key Role of the Cultural Analysis of the Content

被引：5
|
作者：
Boero, Paolo [1 ,2 ]
Fenaroli, Giuseppina [1 ,2 ]
Guala, Elda [1 ]
机构：
[1] Genoa Univ, DIMA, Genoa, Italy
[2] Genoa Univ, DISFOR, Genoa, Italy
来源：
ADVANCES IN MATHEMATICS EDUCATION RESEARCH ON PROOF AND PROVING: AN INTERNATIONAL PERSPECTIVE | 2018年
关键词：
Mathematical argumentation; Elementary teacher education Cultural analysis of the content; Argumentation and proof; KNOWLEDGE; PROOF;
D O I：
10.1007/978-3-319-70996-3_4
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The problem dealt with in this chapter concerns how to prepare prospective elementary teachers to develop students' argumentative skills in school, in spite of difficulties deriving from present school culture and past teacher education in Italy. The salient features of a course on mathematical argumentation, aimed at making prospective elementary teachers free from those influences and enable them to perform autonomous professional choices, are described. The development of the competence of Cultural Analysis of the Content (CAC) is motivated as a condition for teachers' professional autonomy. Specific educational choices and some results concerning the development of participants' CAC in the course at stake are presented and discussed.
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页码：49 / 67
页数：19
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