La educación del profesor de matemáticas como campo de investigación

Authors

  • Edgar Alberto Guacaneme Suárez
  • Lyda Contanza Mora Mendieta

Keywords:

Mathematics teacher education, mathematics teacher knowledge

Abstract

From an epistemological approach, it is necessary to acknowledge the didactic system of mathematics teacher and differentiate it from the didactic system of the mathematics; in this way it is recognized that Mathematics Education fails to address the issues of Mathematics Teacher Education [MTE] and it is noticed the factual emergence of a new field of research.

Some existence evidence of that research field are: the existence of some publications, the studies on education of pre-service and in-service mathematics teachers, or the activity of an academic community reflected in the specific treatment of the MTE’s problems in academic events or in the development of events focusing on the mathematics teacher education.

The descriptive phenomenology of that field is defining by its specific objects. In this sense, approaches and research acknowledge some items like: the components of the mathematics teacher knowledge (MTK), the sources of MTK, the strategies of education for teachers of mathematics, or the knowledge of teacher trainers.

This paper is one of the specific advances that the researching group RE-MATE can be evidenced in the process that has focused her efforts on behalf of research on Mathematics Teacher Education.

Downloads

Download data is not yet available.

References

Andrade, L., Leguizamón, C. y Soler, N. (2005), “Rutas de aprendizaje en la formación de Licenciados en Matemáticas de la Universidad Pedagógica Nacional”. Paper presented at the 7° Encuentro Colombiano de Matemática Educativa, Tunja.

Andrade, L., Salazar, C. y Leguizamón, C. (2007), Rutas pedagógicas en la formación de licenciados en matemáticas: dificultades para su transformación. Tecné, Episteme y Didaxis, 21, p. 119-150.

Ball, D. L. (1988), The Subject Matter Preparation of Prospective Mathematics Teachers: Challenging the Myths: National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034.

Cardeñoso, J. M.; Flores, P. y Azcárate, C. (2001), “El desarrollo profesional de los profesores de matemáticas como campo de investigación”, en: P. Gómez y L. Rico (Eds.), Iniciación a la investigación en didáctica de la matemática. Homenaje al profesor Mauricio Castro (pp. 233-244). Granada: Universidad de Granada.

CBMS. (2001), The Mathematical Education of Teachers: American Mathematical Society - Mathematical Association of America.

Even, R., & y Ball, D. L. (2009), ¬e Professional Education and Development of Teachers of Mathematics. The 15th ICMI Study Springer.

Guacaneme, E. A., Bautista, M. y Salazar, C. (2011), El contexto normativo de formulación de los programas de formación inicial de profesores de matemáticas. Voces y silencios” Revista Latinoamericana de Educación, 2(1). Retrieved from http://vys.uniandes.edu.co/index.php/vys/ article/view/52/83 website:

Jaworski, B. y Wood, T. (Eds.). (2008), ¬e International Handbook of Mathematics Teacher Education. The Mathematics Teacher Educator as a Developing Professional. (Vol. 4). Rotterdam: Sense Publishers.

Krainer, K. y Wood, T. (Eds.). (2008), ¬e International Handbook of Mathematics Teacher Education. Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks. (Vol. 3). Rotterdam: Sense Publishers.

Perry, P., Camargo, L., Samper, C. y Rojas, C. (2006), Actividad demostrativa en la formación inicial del profesor de matemáticas. Bogotá: Universidad Pedagógica Nacional.

Sánchez, M. (2011), A review of research trends in mathematics teacher education. PNA, Revista de Investigación en Didáctica de la Matemática, 5(4), pp. 129-145.

Sullivan, P. y Wood, T. (Eds.). (2008), ¬e International Handbook of Mathematics Teacher Education. Knowledge and Beliefs in Mathematics Teaching and Teaching Development. (Vol. 1). Rotterdam: Sense Publishers.

Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Peck, R. y Rowley, G.(2008), Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics. Conceptual Framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.

Tirosh, D. y Wood, T. (Eds.). (2008), ¬e International Handbook of Mathematics Teacher Education. Tools and Processes in Mathematics Teacher Education. (Vol. 2). Rotterdam: Sense Publishers.

Torres, L. A. y Guacaneme, E. A. (2011a), Aproximación a las estrategias curriculares de formación en historia de las matemáticas en programas de formación inicial de profesores de matemáticas”, Paper presented at the XVIII Congreso Colombiano de Matemáticas, Bucaramanga.

Torres, L. A. y Guacaneme, E. A. (2011b), Caracterización de las estrategias curriculares de formación en historia de las matemáticas en programas de formación inicial de profesores de matemáticas”, Paper presented at the IV Encuentro de programas de formación inicial de profesores de matemáticas y V Seminario de Matemática Educativa. Fundamentos de la Matemática Universitaria, Bogotá, Escuela Colombiana de Ingeniería “Julio Garavito”.

Downloads

Published

2011-12-09
Metrics
Views/Downloads
  • Abstract
    233
  • PDF (Español)
    88

How to Cite

Guacaneme Suárez, E. A. ., & Mora Mendieta, L. C. (2011). La educación del profesor de matemáticas como campo de investigación. Papeles, 3(6), 18–25. Retrieved from https://revistas.uan.edu.co/index.php/papeles/article/view/293

Issue

Vol. 3 No. 6 (2011)

Section

Artículos de Investigación

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Metrics

Most read articles by the same author(s)