Estrategias Didácticas y Conocimiento Especializado de Profesores de Matemáticas. Un Caso en Álgebra Escolar = Teaching Strategies and Mathematics Teacher's Specialized Knowledge. A Case in School Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Sandoval, Ivonne; Solares Rojas, Armando; García-Campos, Montserrat
Titel	Estrategias Didácticas y Conocimiento Especializado de Profesores de Matemáticas. Un Caso en Álgebra Escolar = Teaching Strategies and Mathematics Teacher's Specialized Knowledge. A Case in School Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Mathematics; Secondary School Teachers; Mathematics Teachers; Educational Strategies; Algebra; Computer Uses in Education; Classroom Techniques; Pedagogical Content Knowledge; Technological Literacy; Student Educational Objectives; Student Participation; Foreign Countries; Observation; Case Studies; Lesson Plans; Teacher Role; Teacher Student Relationship; Mexico + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Computernutzung; Klassenführung; Pädagogische Kompetenz; Technisches Wissen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Beobachtung; Case study; Fallstudie; Case Study; Lesson planning; Unterrichtsplanung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Mexiko
Abstract	We present results of the analysis of knowledge used by a secondary school mathematics teacher in her classroom practice. This knowledge takes shape and is displayed as specific teaching strategies in the management of her class when she incorporates Computer Algebra Systems. Based on observations of regular classes, we find that her knowledge (mathematical, pedagogical and technological) is put into action at various moments during the lesson and through a variety of teaching strategies. These strategies depend on many factors, such as the planned objective of the lesson, the specific moment in the class, student participation, and the use of technological tools. Within such complexity, the teacher applies her teaching strategies in a flexible way, and manages to control and even modify the course of her class. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.] (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	2020/1/01