Análisis de la selección y uso de ejemplos como vía de acceso al conocimiento especializado del profesor

  1. Cayo, H 1
  2. Contreras, L. C. 2
  3. Codes, M 2
  1. 1 Universidad de Antofagasta
    info

    Universidad de Antofagasta

    Antofagasta, Chile

    ROR https://ror.org/04eyc6d95

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Llibre:
Investigación en Educación Matemática XXV
  1. Teresa F. Blanco (coord.)
  2. Cristina Núñez-García (coord.)
  3. María C. Cañadas (coord.)
  4. José Antonio González-Calero (coord.)

Editorial: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-45038-1

Any de publicació: 2022

Pàgines: 199-207

Congrés: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)

Tipus: Aportació congrés

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Resum

This paper deals with the study of the specialized knowledge mobilized by a mathematics teacher during the selection and use of examples for the teaching of sequences. Through an experimental case study, we analyze two of the examples used by a teacher in the third year of secondary education, through the analytical model of the mathematics teacher’s specialized knowledge, identifying in them the different subdomains of knowledge mobilized. We differentiate between active and passive examples, pointing out the mathematical entity that is being exemplified and which aspect of this entity is being emphasized with the example. As results, we present the subdomains and categories evidenced when the teacher selects and uses examples, as well as some relationships observed between the different subdomains of knowledge that are part of the model.

Fuente de los datos: Dialnet