Problem solving as a professional development strategy for teachers: a case study with fractions
Author
dc.contributor.author
Perdomo Díaz, Josefa
Author
dc.contributor.author
Felmer Aichele, Patricio
Author
dc.contributor.author
Randolph, Valeria
Author
dc.contributor.author
González, Guillermo
Admission date
dc.date.accessioned
2018-05-23T23:47:32Z
Available date
dc.date.available
2018-05-23T23:47:32Z
Publication date
dc.date.issued
2017
Cita de ítem
dc.identifier.citation
EURASIA J Math Sci and Tech Ed 2017 13(3):987-999
es_ES
Identifier
dc.identifier.other
10.12973/eurasia.2017.00653a
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/148108
Abstract
dc.description.abstract
In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering with questions. The objective of this paper is to present some insights on how this type of course may contribute to the development of teachers' knowledge for teaching fractions. To do that we analyze in depth the case of one teacher, using the recording of his work during the course (video, audio, and written documents), his answers to two questionnaires and his responses to an interview six months after the course. Results show how the course's features contributed to the development of this teacher's specific fractions knowledge, knowledge of fractions and students, and of fractions and teaching.
es_ES
Patrocinador
dc.description.sponsorship
CMM Basal /
CIAE Project from the Associative Research Program of CONICYT, FB 0003 /
Fondecyt, 3140597, EDU2011-29328, EDU2015-65270-R /
FONDEF, ID4I10338