A Model of Professional Competences in Mathematics to Update Mathematical and Didactic Knowledge of Teachers

Autor/inn/en	Díaz, Verónica; Poblete, Alvaro
Titel	A Model of Professional Competences in Mathematics to Update Mathematical and Didactic Knowledge of Teachers
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 5, S.702-714 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Díaz, Verónica) ORCID (Poblete, Alvaro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2016.1267808
Schlagwörter	Foreign Countries; Mathematics Instruction; Mathematics Teachers; Public Schools; Urban Schools; Rural Schools; Competence; Problem Solving; Mathematics Achievement; Pretests Posttests; Teacher Competencies; Geometry; Geometric Concepts; Algebra; Elementary School Mathematics; Elementary School Teachers; Qualitative Research; Statistical Analysis; Questionnaires; Chile + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Kompetenz; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrkunst; Geometrie; Elementare Geometrie; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Qualitative Forschung; Statistische Analyse; Fragebogen
Abstract	This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01