Analysis of teaching and learning situations in algebra in prospective teacher education
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/22614 |
Resumo: | This paper presents a teacher education experiment that was conducted in an algebra course based on an exploratory approach and articulating content and pedagogy. We investigate the contribution of analysing teaching and learning situations, namely student answers and episodes of classroom work, in developing the mathematical and teaching knowledge of prospective primary school teachers. We use a design research methodology to probe the prospective teachers’ development after having participated in an experiment in their third year of a primary education degree program. The results show that the prospective teachers’ understanding of algebra and grasp of how to use different representations and strategies grew considerably. The results also show that their didactical knowledge regarding tasks, classroom organization, attention to students’ reasoning, and teacher’s questions grew as well. The variety of tasks proposed to the prospective teachers during the course was of vital importance to this outcome, as was the opportunity to reflect, work with elements of real practice, and participate in whole class discussions. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Analysis of teaching and learning situations in algebra in prospective teacher educationTeacher educationAlgebraAlgebraic thinkingMathematicsTeaching experimentDesign-based researchThis paper presents a teacher education experiment that was conducted in an algebra course based on an exploratory approach and articulating content and pedagogy. We investigate the contribution of analysing teaching and learning situations, namely student answers and episodes of classroom work, in developing the mathematical and teaching knowledge of prospective primary school teachers. We use a design research methodology to probe the prospective teachers’ development after having participated in an experiment in their third year of a primary education degree program. The results show that the prospective teachers’ understanding of algebra and grasp of how to use different representations and strategies grew considerably. The results also show that their didactical knowledge regarding tasks, classroom organization, attention to students’ reasoning, and teacher’s questions grew as well. The variety of tasks proposed to the prospective teachers during the course was of vital importance to this outcome, as was the opportunity to reflect, work with elements of real practice, and participate in whole class discussions.Repositório da Universidade de LisboaBranco, NeusaPonte, João Pedro da2016-02-08T13:13:58Z2013-122013-12-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/22614engBranco, N., & Ponte, J. P. (2013). Analysis of teaching and learning situations in algebra in prospective teacher education. Sisyphus, 1(3), 182-213.2182-8474info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:09:57Zoai:repositorio.ul.pt:10451/22614Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:40:09.823575Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Analysis of teaching and learning situations in algebra in prospective teacher education |
title |
Analysis of teaching and learning situations in algebra in prospective teacher education |
spellingShingle |
Analysis of teaching and learning situations in algebra in prospective teacher education Branco, Neusa Teacher education Algebra Algebraic thinking Mathematics Teaching experiment Design-based research |
title_short |
Analysis of teaching and learning situations in algebra in prospective teacher education |
title_full |
Analysis of teaching and learning situations in algebra in prospective teacher education |
title_fullStr |
Analysis of teaching and learning situations in algebra in prospective teacher education |
title_full_unstemmed |
Analysis of teaching and learning situations in algebra in prospective teacher education |
title_sort |
Analysis of teaching and learning situations in algebra in prospective teacher education |
author |
Branco, Neusa |
author_facet |
Branco, Neusa Ponte, João Pedro da |
author_role |
author |
author2 |
Ponte, João Pedro da |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Branco, Neusa Ponte, João Pedro da |
dc.subject.por.fl_str_mv |
Teacher education Algebra Algebraic thinking Mathematics Teaching experiment Design-based research |
topic |
Teacher education Algebra Algebraic thinking Mathematics Teaching experiment Design-based research |
description |
This paper presents a teacher education experiment that was conducted in an algebra course based on an exploratory approach and articulating content and pedagogy. We investigate the contribution of analysing teaching and learning situations, namely student answers and episodes of classroom work, in developing the mathematical and teaching knowledge of prospective primary school teachers. We use a design research methodology to probe the prospective teachers’ development after having participated in an experiment in their third year of a primary education degree program. The results show that the prospective teachers’ understanding of algebra and grasp of how to use different representations and strategies grew considerably. The results also show that their didactical knowledge regarding tasks, classroom organization, attention to students’ reasoning, and teacher’s questions grew as well. The variety of tasks proposed to the prospective teachers during the course was of vital importance to this outcome, as was the opportunity to reflect, work with elements of real practice, and participate in whole class discussions. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-12 2013-12-01T00:00:00Z 2016-02-08T13:13:58Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/22614 |
url |
http://hdl.handle.net/10451/22614 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Branco, N., & Ponte, J. P. (2013). Analysis of teaching and learning situations in algebra in prospective teacher education. Sisyphus, 1(3), 182-213. 2182-8474 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134309365317632 |