Proposal of a pedagogical model for mathematics teacher education
This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI). This model considers the central curricular elements of any academic education process: student, teacher and contents, with eval...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6629
- Fecha de publicación:
- 2011
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13290
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110
https://repositorio.uptc.edu.co/handle/001/13290
- Palabra clave:
- Curriculum
Mathematics teacher
Educational model
Mathematics teacher education.
Currículo
Docente de matemáticas
Modelo educacional
Formación de docentes de matemáticas.
Curriculum
Enseignant de mathématiques
Modèle éducationnel
Formation des enseignants de mathématiques.
Currículo
Docente de matemáticas
Modelo educacional
Formação de docentes de matemática.
- Rights
- License
- http://purl.org/coar/access_right/c_abf130
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Proposal of a pedagogical model for mathematics teacher education |
| dc.title.es-ES.fl_str_mv |
Propuesta de modelo pedagógico para formar licenciados en matemáticas |
| dc.title.fr-FR.fl_str_mv |
Proposition du modèle pour former des licenciés en mathématiques |
| dc.title.pt-BR.fl_str_mv |
Proposta de modelo pedagógico para formar licenciados emmatemática |
| title |
Proposal of a pedagogical model for mathematics teacher education |
| spellingShingle |
Proposal of a pedagogical model for mathematics teacher education Curriculum Mathematics teacher Educational model Mathematics teacher education. Currículo Docente de matemáticas Modelo educacional Formación de docentes de matemáticas. Curriculum Enseignant de mathématiques Modèle éducationnel Formation des enseignants de mathématiques. Currículo Docente de matemáticas Modelo educacional Formação de docentes de matemática. |
| title_short |
Proposal of a pedagogical model for mathematics teacher education |
| title_full |
Proposal of a pedagogical model for mathematics teacher education |
| title_fullStr |
Proposal of a pedagogical model for mathematics teacher education |
| title_full_unstemmed |
Proposal of a pedagogical model for mathematics teacher education |
| title_sort |
Proposal of a pedagogical model for mathematics teacher education |
| dc.subject.en-US.fl_str_mv |
Curriculum Mathematics teacher Educational model Mathematics teacher education. |
| topic |
Curriculum Mathematics teacher Educational model Mathematics teacher education. Currículo Docente de matemáticas Modelo educacional Formación de docentes de matemáticas. Curriculum Enseignant de mathématiques Modèle éducationnel Formation des enseignants de mathématiques. Currículo Docente de matemáticas Modelo educacional Formação de docentes de matemática. |
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Currículo Docente de matemáticas Modelo educacional Formación de docentes de matemáticas. |
| dc.subject.fr-FR.fl_str_mv |
Curriculum Enseignant de mathématiques Modèle éducationnel Formation des enseignants de mathématiques. |
| dc.subject.pt-BR.fl_str_mv |
Currículo Docente de matemáticas Modelo educacional Formação de docentes de matemática. |
| description |
This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI). This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field. |
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2011 |
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2024-07-05T19:03:53Z |
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2024-07-05T19:03:53Z |
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2011-01-06 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6629 |
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http://purl.org/coar/version/c_970fb48d4fbd8a213 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110 |
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https://repositorio.uptc.edu.co/handle/001/13290 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110 https://repositorio.uptc.edu.co/handle/001/13290 |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110/1109 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 2 No. 3 (2011): Educación Matemática; 61-86 |
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Praxis & Saber; Vol. 2 Núm. 3 (2011): Educación Matemática; 61-86 |
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Praxis & Saber; Vol. 2 No 3 (2011): Educación Matemática; 61-86 |
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Praxis & Saber; V. 2 N. 3 (2011): Educación Matemática; 61-86 |
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Praxis & Saber; v. 2 n. 3 (2011): Educación Matemática; 61-86 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2011-01-062024-07-05T19:03:53Z2024-07-05T19:03:53Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110https://repositorio.uptc.edu.co/handle/001/13290This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI). This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.Con base en un proceso investigativo, se reflexiona sobre la formación de profesores de matemáticas, y se propone un modelo pedagógico para ella, llamado Gradual Investigativo (MPGI), que considera los elementos centrales del currículo en todo proceso de formación: el estudiante, el docente y los contenidos, con la evaluación como elemento transversal de análisis y retroalimentación. La formación del futuro docente tiene tres momentos, con sus respectivos énfasis: el primero, de ubicación, en el cual se busca que el estudiante conozca su nuevo rol académico, e identificar y superar sus deficiencias, el segundo, de fundamentación, en el cual se busca la formación básica en los campos matemático y pedagógico, además de despertar la sensibilidad hacia lo social, que le abra al estudiante sus posibilidades de acción como líder y promotor de cambio, y el tercero, de profundización, centrado más en la investigación y en la identificación y estudio de temas y problemáticas, tanto en el área disciplinar matemática, como en la educativa.On réfléchi autour de la formation des professeurs de mathématiques,en ayant comme base un processus de recherche , on propose unmodèle pédagogique pour cette formation-là, appelé Graduel Recherche (MPGI), qui tient compte de tous les éléments centraux du curriculum de tout type de processus de formation: l’apprenant, l’enseignant et les contenus, avec l’évaluation en tant qu’élément transversal d’analyse et de feed-back. La formation du futur enseignant a trois moments, avec leurs respectives emphases. Le premier, de localisation, dans lequel on cherche que l’apprenant connaisse son nouveau rôle académique, et identifie et surmonte ses déficiences. Le deuxième, de fondements, dans lequel on cherche la formation de base dans les domaines mathématique et pédagogique, en plus d’éveiller chez l’apprenant, la sensibilité sociale, qui ouvre pour lui des possibilités d’action en tant que leader et promoteur de changement. Et le troisième, d’approfondissement , centré plus sur la recherche et sur l’identification et l’étude des sujets et des problématiques, tant du domaine disciplinaire mathématique, que du celui du domaine éducatif.Baseado em um processo investigativo, se faz uma reflexão sobre a formação dos professores de matemática e se propõe um modelo pedagógico para ela, chamado Gradual investigativo (MPGI), que considera os elementos centrais em todo processo de formação: o aluno, o professor e o currículo, com a avaliação como elemento transversal de análise e retroalimentação.A formação do futuro professor tem três momentos, com os seus respectivos ênfases: o primeiro, de assentamento, no qual se busca que o aluno conheça sua nova função acadêmica que o leve a identificar e superar as suas deficiências, o segundo, de fundamentação, no qual se busca a formação básica nos campos, matemático e pedagógico, além de estimular à sensibilidade social que abra no aluno as suas possibilidades de ação como líder e promotor de mudanças, e no terceiro, de aprofundamento, centrado no enfoque investigativo e na identificação e estudo de temas e problemáticas, tanto na área disciplinar, quanto na educacional.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1110/1109Praxis & Saber; Vol. 2 No. 3 (2011): Educación Matemática; 61-86Praxis & Saber; Vol. 2 Núm. 3 (2011): Educación Matemática; 61-86Praxis & Saber; Vol. 2 No 3 (2011): Educación Matemática; 61-86Praxis & Saber; V. 2 N. 3 (2011): Educación Matemática; 61-86Praxis & Saber; v. 2 n. 3 (2011): Educación Matemática; 61-862462-86032216-0159CurriculumMathematics teacherEducational modelMathematics teacher education.CurrículoDocente de matemáticasModelo educacionalFormación de docentes de matemáticas.CurriculumEnseignant de mathématiquesModèle éducationnelFormation des enseignants de mathématiques.CurrículoDocente de matemáticasModelo educacionalFormação de docentes de matemática.Proposal of a pedagogical model for mathematics teacher educationPropuesta de modelo pedagógico para formar licenciados en matemáticasProposition du modèle pour former des licenciés en mathématiquesProposta de modelo pedagógico para formar licenciados emmatemáticainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6629http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a213http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf130http://purl.org/coar/access_right/c_abf2Jiménez Espinosa, AlfonsoDíaz Moreno, Miguel ArcángelLeguizamón Romero, José Francisco001/13290oai:repositorio.uptc.edu.co:001/132902025-07-18 11:43:54.948metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |