A preservice teacher course on the use of cas in school algebra

• Autores: Louise Meier Carlsen
• Localización: Recherches en didactique des mathématiques, ISSN 0246-9367, Vol. 42, Nº 1, 2022, págs. 15-51
• Idioma: inglés
• Títulos paralelos:
  • Une formation initiale d’enseignants : utilisation du calcul formel pour l’enseignement de l’algèbre
  • Un curso de profesora de conservación sobre el uso de cas en la escuela álgebra
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    En este artículo, se estudia un curso de formación del profesorado de matemáticas en las Islas Feroe inspirado en los estudios de clase. Los maestros en formación inicial tienen que llevar a cabo cuatro clases en octavo grado (estudiantes de 13-14 años), enseñando álgebra elemental usando un Sistema Algebraico Computacional (SAC). Analizamos la práctica y el conocimiento adquirido por los maestros en formación durante dos clases, combinando el enfoque instrumental y las nociones de praxeología y la teoría de los momentos de la Teoría Antropológica de lo Didáctico. El análisis muestra que la estructura del estudio de clases genera un entorno rico para el profesorado en formación inicial para desarrollar y formular el conocimiento didáctico relacionado con la enseñanza del álgebra escolar con SAC. Además, la combinación de la TAD y el enfoque instrumental nos permite describir y analizar explícitamente detalles de la práctica didáctica y el conocimiento de los futuros profesores y su desarrollo.

  • English

    In this article, a lesson-study-inspired course in mathematics teacher education on the Faroe Islands is studied. The preservice teachers have to conduct four lessons in grade 8, teaching early algebra using a Computer Algebra System (CAS). We analyse the preservice teachers’ practice and knowledge gained during two lessons, combining the instrumental approach and the notions of praxeology and moments from the Anthropological Theory of the Didactic (ATD). The analysis shows that the lesson study structure provides a rich environment for the preservice teachers to develop and formulate didactical knowledge related to the teaching of school algebra with CAS. In addition, most of the developed didactical knowledge echoes that of the literature, both obstacles and opportunities. Further, the combination of ATD and the instrumental approach let us describe and analyse in explicit details the didactical practice and knowledge of the preservice teachers and their development.

  • français

    Dans cet article, nous étudions une formation initiale d’enseignants de mathématiques inspirée des Lesson Study et se déroulant aux îles Féroé. Les enseignants-stagiaires doivent dispenser quatre leçons en grade 8 (élèves de 13-14 ans) et enseigner les débuts de l’algèbre en utilisant un logiciel de calcul formel (CAS). Nous analysons la pratique et les connaissances acquises par les enseignants en formation initiale au cours de deux leçons, en combinant l’approche instrumentale et les notions de praxéologie et les moments de la théorie anthropologique du didactique. L’analyse montre que la structure de Lesson Study fournit un environnement riche aux enseignants en formation initiale pour développer et formuler des connaissances didactiques liées à l’enseignement de l’algèbre avec le calcul formel. De plus, la plupart des connaissances didactiques développées font écho à celles identifiées dans des travaux antérieurs, tant au niveau des obstacles que des opportunités. De plus, la combinaison de la TAD et de l’approche instrumentale nous permet de décrire et d’analyser de manière explicite la pratique et les connaissances didactiques des enseignants en formation initiale et leur développement.

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