Análisis de la selección y uso de ejemplos como vía de acceso al conocimiento especializado del profesor
- Cayo, H 1
- Contreras, L. C. 2
- Codes, M 2
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1
Universidad de Antofagasta
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2
Universidad de Huelva
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- Teresa F. Blanco (coord.)
- Cristina Núñez-García (coord.)
- María C. Cañadas (coord.)
- José Antonio González-Calero (coord.)
Editorial: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-09-45038-1
Ano de publicación: 2022
Páxinas: 199-207
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)
Tipo: Achega congreso
Resumo
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.