The challenge of mathematical discussions in teachers' professional practice

Retos en los debates matemáticos en la práctica profesional de los profesores

Autores/as

DOI:

https://doi.org/10.1344/did.2017.1.45-59

Palabras clave:

práctica docente, comunicación en el aula, acciones del profesor, retos, números racionales

Resumen

En este artículo nos proponemos identificar patrones de acciones en la práctica de los profesores de matemáticas en el aula durante debates en clase y averiguar cómo estas acciones proveen a los estudiantes de oportunidades de aprendizaje. El estudio se centra en dos elementos clave de la práctica docente: las tareas que proponen los profesores a los estudiantes y la manera en que se lleva a cabo la comunicación en el aula. La metodología es cualitativa con datos recogidos a través de la grabación de un grupo de 6º curso que estaba estudiando los números racionales. Nuestra conclusión es que las situaciones de aprendizaje desafiantes requieren normalmente de preparación y seguimiento con acciones de apoyo/guía e información/sugerencia para que los estudiantes puedan alcanzar los objetivos establecidos por el profesor.

Citas

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Publicado

2021-08-31

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Sección monográfica