Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
This paper describes a methodological procedure for characterizing mathematics preservice teachers' learning from a sociocultural perspective. The procedure involves interpreting some aspects of Wenger's theory of social learning, adapting them to preservice teacher training, and making th...
- Autores:
-
Gómez, Pedro
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2009
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32369
- Acceso en línea:
- http://hdl.handle.net/1992/32369
http://funes.uniandes.edu.co/430/
- Palabra clave:
- Metodologías
Aprendizaje
Inicial
Teoría social del aprendizaje
Situado sociocultural
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | This paper describes a methodological procedure for characterizing mathematics preservice teachers' learning from a sociocultural perspective. The procedure involves interpreting some aspects of Wenger's theory of social learning, adapting them to preservice teacher training, and making this adaptation operational for coding and analyzing audio recordings of a group of preservice teachers working at home. An example of a research result obtained using this procedure is presented. |
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