Didatic-Mathematical Knowledge and Competence of Prospective Secondary School Mathematics Teachers on Linear Variation = Conocimientos y competencias didáctico-matemáticos de futuros profesores de matemáticas de secundaria sobre variación lineal [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Herrera-García, Karina Jaquelin; Dávila-Araiza, María Teresa
Titel	Didatic-Mathematical Knowledge and Competence of Prospective Secondary School Mathematics Teachers on Linear Variation = Conocimientos y competencias didáctico-matemáticos de futuros profesores de matemáticas de secundaria sobre variación lineal [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Foreign Countries; Knowledge Base for Teaching; Mathematics Instruction; Mathematical Concepts; Teacher Attitudes; Computer Software; Educational Technology; Mexico + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Unterrichtsmedien; Mexiko
Abstract	In this paper we describe an educational proposal for prospective secondary school mathematics teachers in Mexico, whose aim was to contribute to the development of their didactic-mathematical knowledge about linear variation through mathematical tasks, the development of the competence of identifying primary mathematical objects and the reflection on hypothetical cases of teaching. The proposal is supported within both the Onto-semiotic Approach (EOS) and the Mathematics Teacher's Didactic-Mathematical Knowledge and Competence model. The proposal follows a design research methodology based on EOS. The results show the complexity related to the development of the competence of identifying primary mathematical objects, they also highlight the influence that competence has on the development of the epistemic and cognitive facets of prospective teachers' didactic-mathematical knowledge on linear variation. [For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01