Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática

Detalhes bibliográficos
Autor(a) principal: Seckel, María José
Data de Publicação: 2019
Outros Autores: Breda, Adriana, Sánchez, Alicia, Font, Vicenç
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/164193
Resumo: The aim of this study was to identify the criteria assumed by in-service teachers when they argue about the development of creativity in the mathematical teaching and learning processes. To do so, we analyzed the discourse of 35 teachers who were taking master’s degrees in Mathematics Education in three Chilean universities. Using a mixed methodological approach, data was collected through a questionnaire including closed and open questions. The closed questions focused on four topics: 1) mathematical creativity and creative processes; 2) creativity in the professional environment; 3) creativity in mathematics; and 4) enhancement of creativity in teaching and learning of mathematics. To analyze the open questions, whose purpose was that the teachers presented an example of creative mathematical activity and highlighted which of its characteristics made the activity creative, we considered the Didactic Suitability Criteria (DSC) proposed by the Onto-semiotic Approach (OSA) to Mathematical Instruction and Cognition as categories of analysis. Results show, among other aspects, that the teachers have a dual view of mathematical creativity (on the one hand, it is innate and, on the other hand, it can be taught) and they implicitly use epistemic, mediational, emotional, and ecological criteria when arguing about mathematical creativity
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spelling Criterios asumidos por profesores cuando argumentan sobre la creatividad matemáticaCriteria assumed by teachers when they argue about mathematical creativityMathematical creativitySuitability criteriaMathematics teachersCreatividad matemáticaCriterios de idoneidadProfesores de matemáticaThe aim of this study was to identify the criteria assumed by in-service teachers when they argue about the development of creativity in the mathematical teaching and learning processes. To do so, we analyzed the discourse of 35 teachers who were taking master’s degrees in Mathematics Education in three Chilean universities. Using a mixed methodological approach, data was collected through a questionnaire including closed and open questions. The closed questions focused on four topics: 1) mathematical creativity and creative processes; 2) creativity in the professional environment; 3) creativity in mathematics; and 4) enhancement of creativity in teaching and learning of mathematics. To analyze the open questions, whose purpose was that the teachers presented an example of creative mathematical activity and highlighted which of its characteristics made the activity creative, we considered the Didactic Suitability Criteria (DSC) proposed by the Onto-semiotic Approach (OSA) to Mathematical Instruction and Cognition as categories of analysis. Results show, among other aspects, that the teachers have a dual view of mathematical creativity (on the one hand, it is innate and, on the other hand, it can be taught) and they implicitly use epistemic, mediational, emotional, and ecological criteria when arguing about mathematical creativityEl propósito de este estudio fue identificar cuáles son los criterios asumidos por profesores en ejercicio cuando argumentan sobre el desarrollo de la creatividad en los procesos de enseñanza y aprendizaje de las matemáticas. Para ello, se analizó el discurso de 35 profesores estudiantes de másters en Educación Matemática de tres universidades chilenas. Los datos, con enfoque metodológico mixto, se recogieron a partir de un cuestionario de preguntas cerradas y abiertas. Las preguntas cerradas se enfocaron en cuatro ámbitos: 1) creatividad matemática y procesos creativos; 2) creatividad en el ámbito profesional; 3) creatividad en las matemáticas; y 4) promoción de la creatividad en la enseñanza y aprendizaje de la matemática. Para el análisis de preguntas abiertas, donde los profesores presentaron un ejemplo de actividad matemática creativa y destacaron lo creativo de ella, se consideraron como categorías de análisis los Criterios de Idoneidad Didáctica (CI) propuestos en el Enfoque Ontosemiótico de la Instrucción y Cognición matemática (EOS). Los resultados muestran, entre otros aspectos, que los profesores tienen una visión dual respecto a la creatividad matemática (por una parte, es innata y, por otra parte, puede ser enseñada) y que, cuando argumentan sobre ella, utilizan de manera implícita criterios epistémicos, mediacionales, emocionales y ecológicos.Universidade de São Paulo. Faculdade de Educação2019-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/164193Educação e Pesquisa; v. 45 (2019); e211926Educação e Pesquisa; Vol. 45 (2019); e211926Educação e Pesquisa; Vol. 45 (2019); e2119261678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/164193/157578Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessSeckel, María JoséBreda, AdrianaSánchez, AliciaFont, Vicenç2021-06-13T21:31:26Zoai:revistas.usp.br:article/164193Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
Criteria assumed by teachers when they argue about mathematical creativity
title Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
spellingShingle Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
Seckel, María José
Mathematical creativity
Suitability criteria
Mathematics teachers
Creatividad matemática
Criterios de idoneidad
Profesores de matemática
title_short Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
title_full Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
title_fullStr Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
title_full_unstemmed Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
title_sort Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
author Seckel, María José
author_facet Seckel, María José
Breda, Adriana
Sánchez, Alicia
Font, Vicenç
author_role author
author2 Breda, Adriana
Sánchez, Alicia
Font, Vicenç
author2_role author
author
author
dc.contributor.author.fl_str_mv Seckel, María José
Breda, Adriana
Sánchez, Alicia
Font, Vicenç
dc.subject.por.fl_str_mv Mathematical creativity
Suitability criteria
Mathematics teachers
Creatividad matemática
Criterios de idoneidad
Profesores de matemática
topic Mathematical creativity
Suitability criteria
Mathematics teachers
Creatividad matemática
Criterios de idoneidad
Profesores de matemática
description The aim of this study was to identify the criteria assumed by in-service teachers when they argue about the development of creativity in the mathematical teaching and learning processes. To do so, we analyzed the discourse of 35 teachers who were taking master’s degrees in Mathematics Education in three Chilean universities. Using a mixed methodological approach, data was collected through a questionnaire including closed and open questions. The closed questions focused on four topics: 1) mathematical creativity and creative processes; 2) creativity in the professional environment; 3) creativity in mathematics; and 4) enhancement of creativity in teaching and learning of mathematics. To analyze the open questions, whose purpose was that the teachers presented an example of creative mathematical activity and highlighted which of its characteristics made the activity creative, we considered the Didactic Suitability Criteria (DSC) proposed by the Onto-semiotic Approach (OSA) to Mathematical Instruction and Cognition as categories of analysis. Results show, among other aspects, that the teachers have a dual view of mathematical creativity (on the one hand, it is innate and, on the other hand, it can be taught) and they implicitly use epistemic, mediational, emotional, and ecological criteria when arguing about mathematical creativity
publishDate 2019
dc.date.none.fl_str_mv 2019-11-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/164193
url https://www.revistas.usp.br/ep/article/view/164193
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/164193/157578
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 45 (2019); e211926
Educação e Pesquisa; Vol. 45 (2019); e211926
Educação e Pesquisa; Vol. 45 (2019); e211926
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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