Proposal to Systematize the Reflection and Assessment of the Teacher’s Practice on the Teaching of Functions

This research proposes theoretical-methodological strategies and tools to guide teaching, reflection, and assessment on the practice of the prospective teacher of mathematics when performing teaching and learning processes on the notion of function. It exemplifies our proposal’s use, through the ref...

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Bibliographic Details
Published in:Mathematics (Basel) 2022-09, Vol.10 (18), p.3330
Main Authors: Parra-Urrea, Yocelyn E., Pino-Fan, Luis R.
Format: Article
Language:English
Subjects:
Food science
Learning
Mathematical analysis
Mathematics
Mathematics teachers
micro-teaching
reflection on practice
Students
Study and teaching
teacher education
teacher knowledge
Teachers
Teaching
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Summary:This research proposes theoretical-methodological strategies and tools to guide teaching, reflection, and assessment on the practice of the prospective teacher of mathematics when performing teaching and learning processes on the notion of function. It exemplifies our proposal’s use, through the reflection and characterization of the didactic-mathematical knowledge, of a prospective Chilean teacher, underlying his practice of teaching the power function. For the development of our proposal, we used the theoretical-methodological notions of the Didactic-Mathematical Knowledge (DMK) model and micro-teaching contexts, understood as rich and essential spaces for teacher education. As a conclusion, we could observe that the theoretical-methodological proposal here presented serves to systematize the reflection and assessment processes of teaching practice (one’s own or that of others) for the teaching of functions, and, thus, determine (or anticipate) actions that improve the teaching processes on this important mathematical notion.
ISSN:2227-7390
2227-7390
DOI:10.3390/math10183330