El desarrollo de la competencia mirar profesionalmente el pensamiento matemático de los estudiantes durante los períodos de práctica

• Fernández, Ceneida ^[1] ; Ivars, Pedro ^[1] ; Llinares, Salvador ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, ISSN-e 2530-3791, ISSN 0213-8646, Vol. 37, Nº. 98, 2, 2023, págs. 127-146
• Idioma: español
• DOI: 10.47553/rifop.v98i37.2.99296
• Enlaces
  • Texto completo
• Resumen
  • español

    Investigaciones previas han mostrado que la competencia docente mirar profesionalmente la enseñanza de las matemáticas se puede desarrollar en los programas de formación inicial a través de entornos de aprendizaje que permitan desarrollar las destrezas de reconocer e interpretar aspectos relevantes de la enseñanza de las matemáticas y decidir cómo continuar la enseñanza. Con el objetivo de identificar herramientas que ayuden a desarrollar esta competencia durante el período de prácticas, se solicitó a 19 estudiantes para maestro que escribieran narrativas sobre las situaciones de enseñanza de las matemáticas observadas durante este período. En estas narrativas tenían que describir una situación de enseñanza-aprendizaje donde se identificara que los estudiantes de primaria estaban desarrollando su competencia en Matemáticas, interpretarla (usando la teoría aprendida en las asignaturas de Didáctica de las Matemáticas), y proponer decisiones de enseñanza para favorecer el aprendizaje de los estudiantes. Tras la escritura de una primera narrativa los estudiantes para maestro la compartieron en un foro virtual donde podían recibir retroalimentación de sus compañeros y del tutor/a para, posteriormente, escribir una segunda narrativa. Los resultados de este estudio muestran que la escritura de narrativas y la retroalimentación en los foros virtuales favorecieron el desarrollo de esta competencia durante su período de prácticas.

  • English

    Previous research has shown that the competence of noticing mathematics teaching situations can be developed in initial teacher education programmes through learning environments that develop the skills of attending and interpreting relevant aspects of mathematics teaching situations and deciding how to continue with the instruction.

    With the objective of identifying tools that support the development of this competence during the traineeship period, 19 pre-service teachers were asked to write narratives about mathematics teaching situations observed during this period. In these narratives they had to describe a teaching-learning situation in which they identified that primary school students were developing their mathematics competence, interpret it (using the theory learned in the subjects of Didactics of Mathematics), and propose teaching decisions to favour student learning.

    After writing a first narrative, the pre-service teachers shared it in a virtual forum where they could receive feedback from their peers and the tutor, and then wrote a second narrative. The results of this study show that the writing of narratives and the feedback in the virtual forums favoured the development of this competence during their traineeship period since pre-service teachers were able to develop progressively more complete narratives showing evidence of an improvement in their ability to notice students' mathematical thinking.

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