Mathematics knowledge for teaching within a functional perspective of preservice teacher training

In this paper we look at some issues concerning the first two questions that frame Topic Study Group 27. On the one hand, we describe a functional perspective of preservice mathematics teacher training and learning. This perspective is based on the consideration of didactic notions as instruments to...

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Autores:
Gómez, Pedro
González, María José
Tipo de recurso:
Fecha de publicación:
2008
Institución:
Universidad de los Andes
Repositorio:
Séneca: repositorio Uniandes
Idioma:
eng
OAI Identifier:
oai:repositorio.uniandes.edu.co:1992/32274
Acceso en línea:
http://hdl.handle.net/1992/32274
http://funes.uniandes.edu.co/418/
Palabra clave:
Conocimiento
Funcional
Inicial
Análisis didáctico
Formación de profesores
Educación / Licenciaturas
Rights
openAccess
License
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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network_name_str Séneca: repositorio Uniandes
repository_id_str
dc.title.es_CO.fl_str_mv Mathematics knowledge for teaching within a functional perspective of preservice teacher training
title Mathematics knowledge for teaching within a functional perspective of preservice teacher training
spellingShingle Mathematics knowledge for teaching within a functional perspective of preservice teacher training
Conocimiento
Funcional
Inicial
Análisis didáctico
Formación de profesores
Educación / Licenciaturas
title_short Mathematics knowledge for teaching within a functional perspective of preservice teacher training
title_full Mathematics knowledge for teaching within a functional perspective of preservice teacher training
title_fullStr Mathematics knowledge for teaching within a functional perspective of preservice teacher training
title_full_unstemmed Mathematics knowledge for teaching within a functional perspective of preservice teacher training
title_sort Mathematics knowledge for teaching within a functional perspective of preservice teacher training
dc.creator.fl_str_mv Gómez, Pedro
González, María José
dc.contributor.author.none.fl_str_mv Gómez, Pedro
González, María José
dc.subject.keyword.es_CO.fl_str_mv Conocimiento
Funcional
Inicial
Análisis didáctico
Formación de profesores
topic Conocimiento
Funcional
Inicial
Análisis didáctico
Formación de profesores
Educación / Licenciaturas
dc.subject.themes.none.fl_str_mv Educación / Licenciaturas
description In this paper we look at some issues concerning the first two questions that frame Topic Study Group 27. On the one hand, we describe a functional perspective of preservice mathematics teacher training and learning. This perspective is based on the consideration of didactic notions as instruments to analyze the mathematical subject matter from different viewpoints. On the other hand, we propose some con-cepts and methods that can allow researchers explore preservice teachers learning and help trainers assess the impact of methods coursesÕ design and development.
publishDate 2008
dc.date.issued.none.fl_str_mv 2008
dc.date.accessioned.none.fl_str_mv 2020-06-04T17:02:46Z
dc.date.available.none.fl_str_mv 2020-06-04T17:02:46Z
dc.type.spa.fl_str_mv Documento de Conferencia
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dc.type.content.spa.fl_str_mv Text
dc.identifier.citation.none.fl_str_mv Gómez, Pedro; González, María José (2008). Mathematics knowledge for teaching within a functional perspective of preservice teacher training. Comunicación presentada en Topic Study Group 27 del ICME 11 (Julio 6 al 13, 2008). Monterrey, México.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/1992/32274
dc.identifier.doi.none.fl_str_mv 10.57784/1992/32274
dc.identifier.url.es_CO.fl_str_mv http://funes.uniandes.edu.co/418/
dc.identifier.instname.spa.fl_str_mv instname:Universidad de los Andes
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Séneca
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identifier_str_mv Gómez, Pedro; González, María José (2008). Mathematics knowledge for teaching within a functional perspective of preservice teacher training. Comunicación presentada en Topic Study Group 27 del ICME 11 (Julio 6 al 13, 2008). Monterrey, México.
10.57784/1992/32274
instname:Universidad de los Andes
reponame:Repositorio Institucional Séneca
repourl:https://repositorio.uniandes.edu.co/
url http://hdl.handle.net/1992/32274
http://funes.uniandes.edu.co/418/
dc.language.iso.es_CO.fl_str_mv eng
language eng
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dc.coverage.spatial.es_CO.fl_str_mv Monterrey, México
dc.publisher.faculty.none.fl_str_mv Facultad de Educación
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spelling Attribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Gómez, Pedro8082600González, María José5f51b23d-f17f-4431-b2ca-742bc999451b500Monterrey, México2020-06-04T17:02:46Z2020-06-04T17:02:46Z2008Gómez, Pedro; González, María José (2008). Mathematics knowledge for teaching within a functional perspective of preservice teacher training. Comunicación presentada en Topic Study Group 27 del ICME 11 (Julio 6 al 13, 2008). Monterrey, México.http://hdl.handle.net/1992/3227410.57784/1992/32274http://funes.uniandes.edu.co/418/instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/In this paper we look at some issues concerning the first two questions that frame Topic Study Group 27. On the one hand, we describe a functional perspective of preservice mathematics teacher training and learning. This perspective is based on the consideration of didactic notions as instruments to analyze the mathematical subject matter from different viewpoints. 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