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Scriptwriting as a Catalyst for Linking Undergraduate and School Mathematics

  • Andrew Kercher [1] ; Rina Zazkis [1]
    1. [1] Simon Fraser University

      Simon Fraser University

      Canadá

  • Localización: Recherches en Didactique des Mathématiques, ISSN 0246-9367, Vol. 45, Nº 2, 2025, págs. 121-142
  • Idioma: inglés
  • Títulos paralelos:
    • La création de scénario comme catalyseur pour lier les mathématiques du premier cycle et les mathématiques scolaires
    • La escritura de guiones como propulsor para vincular la matemática pregrado y escolar
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  • Resumen
    • español

      Las tareas de escribir un guión son una herramienta poderosa tanto para los investigadores en educación matemática como para los formadores de docentes, en parte porque las conversaciones derivadas brindan información sobre la comprensión matemática y las inclinaciones pedagógicas de los guionistas. En este artículo, sostenemos que las tareas de escribir un guión utilizadas en la educación matemática también brindan una oportunidad para impartir lecciones de seguimiento que vinculan las matemáticas de nivel universitario y escolares. Estas lecciones facilitan las conexiones matemáticas al aprovechar directamente las experiencias de los guionistas, tal como se capturan en sus diálogos, y, a su vez, enriquecen su práctica docente.

    • English

      Scripting tasks are a powerful tool for both mathematics education researchers and teacher educators, in part because the resultant dialogues provide insight into the scriptwriters’ mathematical understanding and pedagogical inclinations. In this paper, we argue that scripting tasks used in mathematics education also provide an opportunity to deliver follow-up lessons that link undergraduate and school mathematics. These lessons facilitate mathematical connections by building directly on scriptwriters’ experiences, as captured in their dialogues, and in turn, enrich their teaching practice.

    • français

      La créations de scénario est un outil puissant à la fois pour les chercheurs en éducation mathématique et pour les formateurs d’enseignants, en partie parce que les dialogues qui en résultent donnent un aperçu de la compréhension mathématique et des inclinations pédagogiques des scénaristes. Dans cet article, nous soutenons que l’utilisation de scénarios dans l’enseignement des mathématiques offre également la possibilité de proposer des leçons de suivi reliant les mathématiques du premier cycle et celles de l’école secondaire. Ces leçons facilitent les liens mathématiques en s’appuyant directement sur les expériences des scénaristes, telles qu’elles sont capturées dans leurs dialogues, et enrichissent ainsi leur pratique pédagogique.-

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