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Una aproximación a un modelo de conocimiento del formador de profesores de matemáticas

    1. [1] Universidad de Huelva

      Universidad de Huelva

      Huelva, España

  • Localización: Revista Venezolana de Investigación en Educación Matemática: (REVIEM), ISSN-e 2739-039X, Vol. 1, Nº. 1, 2021 (Ejemplar dedicado a: Publicación Continua (Rolling Pass))
  • Idioma: español
  • DOI: 10.54541/reviem.v1i1.12
  • Títulos paralelos:
    • Uma aproximação a um modelo de conhecimento do educador de professores de matemática
    • An approach to a model of mathematics teacher educator knowledge
  • Enlaces
  • Resumen
    • español

      Este artículo es una revisión teórica acerca del conocimiento del formador de profesores de matemáticas. Décadas de estudio acerca del conocimiento del profesor han producido abundante información teórica y empírica acerca del mismo y algunos grupos que han contribuido a su desarrollo se plantean ahora avanzar hacia modelos de conocimiento de los formadores, convirtiendo este ámbito en prioritario. Se tiende a elaborar estos modelos desde la perspectiva teórica subyacente de un determinado modelo de conocimiento del profesor, admitiendo que ambos conocimientos (el del formador y el del profesor) son sustancialmente diferentes aunque de intersección no vacía. En este artículo, el modelo de conocimiento del profesor que inspira el trabajo es el del conocimiento especializado del profesor de matemáticas (MTSK); de ahí que este sea el punto de partida de la reflexión que se presenta. El propio contenido de la formación y la consideración de los diferentes perfiles de quienes han de desarrollarla servirán de base para la propuesta de dominios del conocimiento que se presenta.

    • português

      Este artigo é uma revisão teórica sobre os saberes do formador de professores de matemática. Décadas de estudo sobre o conhecimento do professor produziram abundantes informações teóricas e empíricas sobre o mesmo e alguns grupos que contribuíram para o seu desenvolvimento estão agora considerando avançar para modelos de conhecimento do formador, tornando esta área uma prioridade. Esses modelos tendem a ser elaborados a partir da perspectiva teórica subjacente a um determinado modelo de conhecimento do professor, admitindo que ambos os saberes (do formador e do professor) são substancialmente diferentes, embora tenham elementos comuns. Neste artigo, o modelo de conhecimento do professor que inspira o trabalho é o do saber especializado do professor de matemática (MTSK); portanto, este é o ponto de partida da reflexão que se apresenta. O conteúdo da própria formação e a consideração dos diferentes perfis de quem deve desenvolvê-la servirão de base aos domínios de conhecimento propostos que se apresentam.

    • English

      This article is a theoretical review about the mathematics teacher educator knowledge. Decades of study on teacher knowledge have produced abundant theoretical and empirical information about it and some groups that have contributed to its development are now considering moving towards teacher educator knowledge models, making this area a priority. These models tend to be elaborated from the underlying theoretical perspective of a certain model of teacher knowledge, admitting that both knowledge (that of the teacher educator and that of the teacher) are substantially different, although they have common elements. In this article, the model of teacher knowledge that inspires the work is that of the mathematics teacher's specialized knowledge (MTSK); hence this is the starting point of the reflection that is presented. The content of the training itself and the consideration of the different profiles of those who have to develop it will serve as the basis for the proposed domains of knowledge that are presented.

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