Specialised knowledge of an early childhood education teacher when teaching geometric solids
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Zetetiké (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819 |
Resumo: | This work is part of a broader investigation that aims to understand the knowledge of an Early Childhood Education teacher when teaching geometric solids. To give theoretical support to the research shown here, we use the Mathematics Teacher's Specialised Knowledge model (MTSK), with which we obtain indicators of specialised knowledge from the Early Childhood Education teacher. It is an instrumental case study, qualitative in nature, focused from an interpretive paradigm. The results show the complexity of the teacher's knowledge in the Early Childhood Education. We show evidence and indications of the specialised knowledge of our informant, highlighting the depth of the mathematical knowledge and pedagogical content knowledge he possesses, as well as the relationships between knowledge of different kinds. |
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Specialised knowledge of an early childhood education teacher when teaching geometric solidsConocimiento especializado de un profesor de Educación Infantil al enseñar cuerpos geométricos Conocimiento especializado de un profesor de educación infantil al enseñar cuerpos geométricosConocimiento del profesorCuerpos geométricosEducación infantilEstudio de casoKnowledge of the teacherGeometric solidsEarly childhood educationCase studyThis work is part of a broader investigation that aims to understand the knowledge of an Early Childhood Education teacher when teaching geometric solids. To give theoretical support to the research shown here, we use the Mathematics Teacher's Specialised Knowledge model (MTSK), with which we obtain indicators of specialised knowledge from the Early Childhood Education teacher. It is an instrumental case study, qualitative in nature, focused from an interpretive paradigm. The results show the complexity of the teacher's knowledge in the Early Childhood Education. We show evidence and indications of the specialised knowledge of our informant, highlighting the depth of the mathematical knowledge and pedagogical content knowledge he possesses, as well as the relationships between knowledge of different kinds.Este trabajo forma parte de una investigación más amplia que tiene como objetivo comprender el conocimiento de un profesor de Educación Infantil al enseñar cuerpos geométricos. Para dar sustento teórico a la investigación aquí mostrada usamos el modelo Mathematics Teacher’s Specialised Knowledge (MTSK), con el cual obtenemos indicadores de conocimiento especializado del profesor de Educación Infantil. Se trata de un estudio de caso instrumental cualitativo enfocado desde un paradigma interpretativo. Los resultados ponen en evidencia la complejidad del conocimiento del profesor en la etapa de Educación Infantil. Mostramos evidencias e indicios del conocimiento especializado de nuestro informante, poniendo de manifiesto la profundidad de los conocimientos matemáticos y del conocimiento didáctico del contenido que posee, así como las relaciones entre conocimientos de distinta índole.Este trabajo forma parte de una investigación más amplia que tiene como objetivo comprender el conocimiento de un profesor de Educación Infantil al enseñar cuerpos geométricos. Para dar sustento teórico a la investigación aquí mostrada usamos el modelo Mathematics Teacher’s Specialised Knowledge (MTSK), con el cual obtenemos indicadores de conocimiento especializado del profesor de Educación Infantil. Se trata de un estudio de caso instrumental cualitativo enfocado desde un paradigma interpretativo. Los resultados ponen en evidencia la complejidad del conocimiento del profesor en la etapa de Educación Infantil. Mostramos evidencias e indicios del conocimiento especializado de nuestro informante, poniendo de manifiesto la profundidad de los conocimientos matemáticos y del conocimiento didáctico del contenido que posee, así como las relaciones entre conocimientos de distinta índole.Universidade Estadual de Campinas2021-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866181910.20396/zet.v29i00.8661819Zetetike; Vol. 29 (2021): Publicação Contínua; e021005Zetetike; Vol. 29 (2021): Publicação Contínua; e021005Zetetike; v. 29 (2021): Publicação Contínua; e0210052176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819/26795https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819/26796Spain; Century XXIEspaña; Siglo XXICopyright (c) 2020 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEscudero, Ana MaríaMuñoz-Catalán, María de la CintaYáñez, José Carrillo 2024-01-12T13:35:33Zoai:ojs.periodicos.sbu.unicamp.br:article/8661819Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T13:35:33Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Specialised knowledge of an early childhood education teacher when teaching geometric solids Conocimiento especializado de un profesor de Educación Infantil al enseñar cuerpos geométricos Conocimiento especializado de un profesor de educación infantil al enseñar cuerpos geométricos |
title |
Specialised knowledge of an early childhood education teacher when teaching geometric solids |
spellingShingle |
Specialised knowledge of an early childhood education teacher when teaching geometric solids Escudero, Ana María Conocimiento del profesor Cuerpos geométricos Educación infantil Estudio de caso Knowledge of the teacher Geometric solids Early childhood education Case study |
title_short |
Specialised knowledge of an early childhood education teacher when teaching geometric solids |
title_full |
Specialised knowledge of an early childhood education teacher when teaching geometric solids |
title_fullStr |
Specialised knowledge of an early childhood education teacher when teaching geometric solids |
title_full_unstemmed |
Specialised knowledge of an early childhood education teacher when teaching geometric solids |
title_sort |
Specialised knowledge of an early childhood education teacher when teaching geometric solids |
author |
Escudero, Ana María |
author_facet |
Escudero, Ana María Muñoz-Catalán, María de la Cinta Yáñez, José Carrillo |
author_role |
author |
author2 |
Muñoz-Catalán, María de la Cinta Yáñez, José Carrillo |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Escudero, Ana María Muñoz-Catalán, María de la Cinta Yáñez, José Carrillo |
dc.subject.por.fl_str_mv |
Conocimiento del profesor Cuerpos geométricos Educación infantil Estudio de caso Knowledge of the teacher Geometric solids Early childhood education Case study |
topic |
Conocimiento del profesor Cuerpos geométricos Educación infantil Estudio de caso Knowledge of the teacher Geometric solids Early childhood education Case study |
description |
This work is part of a broader investigation that aims to understand the knowledge of an Early Childhood Education teacher when teaching geometric solids. To give theoretical support to the research shown here, we use the Mathematics Teacher's Specialised Knowledge model (MTSK), with which we obtain indicators of specialised knowledge from the Early Childhood Education teacher. It is an instrumental case study, qualitative in nature, focused from an interpretive paradigm. The results show the complexity of the teacher's knowledge in the Early Childhood Education. We show evidence and indications of the specialised knowledge of our informant, highlighting the depth of the mathematical knowledge and pedagogical content knowledge he possesses, as well as the relationships between knowledge of different kinds. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819 10.20396/zet.v29i00.8661819 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819 |
identifier_str_mv |
10.20396/zet.v29i00.8661819 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819/26795 https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819/26796 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Zetetiké https://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Zetetiké https://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.coverage.none.fl_str_mv |
Spain; Century XXI España; Siglo XXI |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Zetetike; Vol. 29 (2021): Publicação Contínua; e021005 Zetetike; Vol. 29 (2021): Publicação Contínua; e021005 Zetetike; v. 29 (2021): Publicação Contínua; e021005 2176-1744 reponame:Zetetiké (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Zetetiké (Online) |
collection |
Zetetiké (Online) |
repository.name.fl_str_mv |
Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
zetetike@unicamp.br |
_version_ |
1798329593022644224 |