Math teaching practices of teachers in a school of Tunja

The study of teaching practices promotes their own improvement, as it allows to enter the classrooms and get a first hand look at what is happening there. Some theories and reforms, that have tried to permeate these practices, are supposed to promote change in the way teachers act, but it does not really occurred. This article is the result of a research that aimed to know school realities of Math teaching practices through the experiences of classroom situations. It is shown a brief description of how Math teaching practices in areas such as planning, classroom dynamics, and assessment of learning are being performed by some teachers. The research had a qualitative approach whereas observation and an open-ended questionnaire were the main information instruments. The study highlights the complexity in which these teachers should develop their work as well as the difficulties caused by the school context features.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6742
• Fecha de publicación: 2016
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13417
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4169; https://repositorio.uptc.edu.co/handle/001/13417
• Palabra clave: math teacher; teaching; learning; teaching practices.; profesor de matemáticas; enseñanza; aprendizaje; prácticas pedagógicas.; professeur de mathématiques; enseignement; apprentissage; pratiques pédagogiques.; professor de matemática; ensino; aprendizagem; práticas pedagógicas.
• License: http://purl.org/coar/access_right/c_abf243