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...

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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
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network_name_str Séneca: repositorio Uniandes
repository_id_str
dc.title.none.fl_str_mv Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
title Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
spellingShingle Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
Metodologías
Aprendizaje
Inicial
Teoría social del aprendizaje
Situado sociocultural
Educación / Licenciaturas
title_short Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
title_full Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
title_fullStr Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
title_full_unstemmed Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
title_sort Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective
dc.creator.fl_str_mv Gómez, Pedro
dc.contributor.author.none.fl_str_mv Gómez, Pedro
dc.subject.keyword.none.fl_str_mv Metodologías
Aprendizaje
Inicial
Teoría social del aprendizaje
Situado sociocultural
topic Metodologías
Aprendizaje
Inicial
Teoría social del aprendizaje
Situado sociocultural
Educación / Licenciaturas
dc.subject.themes.none.fl_str_mv Educación / Licenciaturas
description 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.
publishDate 2009
dc.date.issued.none.fl_str_mv 2009
dc.date.accessioned.none.fl_str_mv 2020-06-04T21:43:14Z
dc.date.available.none.fl_str_mv 2020-06-04T21:43:14Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.none.fl_str_mv Gómez, Pedro (2009). Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective. PNA, 3(4), pp. 157-68.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/1992/32369
dc.identifier.url.none.fl_str_mv http://funes.uniandes.edu.co/430/
dc.identifier.instname.spa.fl_str_mv instname:Universidad de los Andes
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Séneca
dc.identifier.repourl.spa.fl_str_mv repourl:https://repositorio.uniandes.edu.co/
identifier_str_mv Gómez, Pedro (2009). Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective. PNA, 3(4), pp. 157-68.
instname:Universidad de los Andes
reponame:Repositorio Institucional Séneca
repourl:https://repositorio.uniandes.edu.co/
url http://hdl.handle.net/1992/32369
http://funes.uniandes.edu.co/430/
dc.language.iso.none.fl_str_mv spa
language spa
dc.rights.license.spa.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
dc.rights.uri.*.fl_str_mv http://creativecommons.org/licenses/by-nc-sa/4.0/
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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, Pedro8082600Bogotá2020-06-04T21:43:14Z2020-06-04T21:43:14Z2009Gómez, Pedro (2009). Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective. PNA, 3(4), pp. 157-68.http://hdl.handle.net/1992/32369http://funes.uniandes.edu.co/430/instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/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. 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