Theory and practice in pre-service mathematics teacher education from a social perspective
Contributing to the growing literature on the conceptualization of mathematics teacher knowledge and mathematics teacher education, we put forward a model of how mathematics teaching can be, the activities that ought to be involved in it and their relationship with teacher knowledge. On the basis of...
- Autores:
-
Gómez, Pedro
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2002
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32179
- Acceso en línea:
- http://hdl.handle.net/1992/32179
http://funes.uniandes.edu.co/371/
- Palabra clave:
- Teorías sociológicas
Análisis
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | Contributing to the growing literature on the conceptualization of mathematics teacher knowledge and mathematics teacher education, we put forward a model of how mathematics teaching can be, the activities that ought to be involved in it and their relationship with teacher knowledge. On the basis of this model we show that it is possible to support the design and development of pre-service teacher education programs on conceptual arguments that highlight a connection between mathematics education theory and teachersÕ practice. Those programs should be designed from a social perspective emphasizing local curriculum design. |
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