Noticing students’ mathematical thinking: characterization, development and contexts

• Ceneida Fernández ^[1] ; Gloria Sánchez-Matamoros ^[2] ; Julia Valls ^[1] ; M.Luz Callejo ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
  2. [2] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 13, 2018, págs. 39-61
• Idioma: inglés
• DOI: 10.35763/aiem.v0i13.229
• Títulos paralelos:
  • Olhe profissionalmente para o pensamento matemático dos estudantes: caracterização, desenvolvimento e contextos
  • Regarder professionnellement à la pensée mathématique des étudiants: caractérisation, développement et contextes
  • Mirar profesionalmente el pensamiento matemático de los estudiantes: caracterización, desarrollo y contextos
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    Presentamos una síntesis de resultados de las investigaciones del grupo de Didáctica de la Matemática de la Universidad de Alicante realizadas durante los últimos años en relación a la competencia docente mirar profesionalmente. Las investigaciones se han centrado en tres focos: (i) caracterizar la relación entre las destrezas que configuran la competencia docente mirar profesionalmente; (ii) caracterizar grados de desarrollo e (iii) identificar características de los contextos que apoyan su desarrollo. Junto con los principales resultados, se identifican retos de futuro.

  • English

    We summarize results obtained by the Didactics of Mathematics research group at the University of Alicante on the competence of professional noticing. The research focused on three issues over the last years: (i) characterizing how the skills that make up professional noticing interrelate; (ii) characterizing different degrees of competence development; and (iii) identifying contexts that support this competence development. Main results are described along with future challenges.

  • français

    Nous présentons une synthèse des résultats des recherches du groupe de Didactique des Mathématiques de l’Université d’Alicante, réalisées au cours des dernières ans, sur la compétence enseignante regarder professionnellement. Les recherches ont fixé l’attention sur trois axes : (i) caractériser le rapport entre les habiletés donnant forme à la compétence enseignante regarder professionellement; (ii) caractériser le degré de développement et (iii) identifier les caractéristiques des contextes qui favorisent le développement. On présente des résultats avec des défis pour l’avenir.

  • português

    Este artigo apresenta uma síntese dos resultados da pesquisa do grupo de Didática da Matemática da Universidade de Alicante, realizada durante los últimos años em relação à competência de ensino para olhar profissionalmente. As investigações se concentraram em três enfoques: (i) caracterizar a relação entre as habilidades que compõem a competência de ensino para olhar profissionalmente; (ii) caracterizar graus de desenvolvimento e (iii) identificar características dos contextos que sustentam seu desenvolvimento. Os principais resultados são apresentados con os desafios para o futuro.

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