Un experimento de enseñanza en formación continua estructurado por el modelo mtsk

  1. MIGUEL MONTES 1
  2. Mª ISABEL PASCUAL 1
  3. NURIA CLIMENT 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
RELIME. Revista latinoamericana de investigación en matemática educativa

ISSN: 1665-2436

Year of publication: 2021

Volume: 24

Issue: 1

Pages: 83-104

Type: Article

DOI: 10.12802/RELIME.21.2414 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RELIME. Revista latinoamericana de investigación en matemática educativa

Abstract

The education of graduated teachers is an underexplored field in Mathematics Education. We present a teaching experiment focusing graduated teacher education, structured by the model of Mathematics Teachers’ Specialized Knowledge. This experiment took place in the University of Huelva with 39 primary teachers, in the context of a course aiming to actualize the old teaching degrees to the new ones. The experiment was founded in the model of Mathematics Teachers Specialized Knowledge, that also was used to generate a progression hypothesis. We will show both the design of the experiment, and the retrospective analysis of this cycle. The results of the study show that the primary school teachers involved in the experiment improve their use of their knowledge of topics and knowledge of mathematics teaching.

Data source: Dialnet