Discussing a Teacher MKT and its Role on Teacher Practice when Exploring Data Analysis

• Autores: Carlos Miguel Ribeiro , José Carrillo Yañez
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 6, Nº. 3, 2012, págs. 105-114
• Idioma: inglés
• DOI: 10.30827/pna.v6i3.6141
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo considera el conocimiento del profesor al gestionar situaciones matemáticamente críticas y el papel de lo que puede denominarse un resumen matemático en el análisis de un episodio de enseñanza, visto desde la perspectiva del conocimiento matemático para la enseñanza. El análisis se basa en un episodio de revisión del contenido, desde una perspectiva que trata de comprender la lógica del profesor en vez de simplemente identificar lagunas en su conocimiento. Discutimos la importancia de abordar las situaciones matemáticamente críticas con el fin de contribuir a erradicar la incompetencia en matemáticas (estadística) y promover un tipo de práctica que sea �matemáticamente exigente� así como �pedagógicamente interesante�.

  • English

    This article considers teacher knowledge in managing mathematically critical situations and the role of what can be termed a mathematical summary in the analysis of a teaching episode, viewed from the perspective of Mathematical Knowledge for Teaching (MKT). The analysis is based on an episode of content review, from a perspective which aims to understand the teacher�s logic rather than merely identify gaps in their knowledge. We discuss the importance of approaching mathematically critical situations in order to contribute to eradicating mathematical innumeracy (statistics) and to promote a kind of practice which is �mathematically demanding� as well as �pedagogically exciting�.

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