Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning

In this paper we illustrate how Wenger¿s theory of social learning can be used to account for phenomena of future teachers change in settings that are not usually studied, namely group work that future teachers do as they work on class assignments outside of class. We describe how we adapted Wenger¿...

Full description

Autores:
Gómez, Pedro
Mesa, Vilma María
González, María José
Tipo de recurso:
Part of book
Fecha de publicación:
2011
Institución:
Universidad de los Andes
Repositorio:
Séneca: repositorio Uniandes
Idioma:
eng
OAI Identifier:
oai:repositorio.uniandes.edu.co:1992/32161
Acceso en línea:
http://hdl.handle.net/1992/32161
http://funes.uniandes.edu.co/1866/
Palabra clave:
Aprendizaje
Formación de profesores
Educación / Licenciaturas
Rights
openAccess
License
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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dc.title.none.fl_str_mv Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
title Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
spellingShingle Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
Aprendizaje
Formación de profesores
Educación / Licenciaturas
title_short Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
title_full Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
title_fullStr Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
title_full_unstemmed Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
title_sort Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning
dc.creator.fl_str_mv Gómez, Pedro
Mesa, Vilma María
González, María José
dc.contributor.author.none.fl_str_mv Gómez, Pedro
Mesa, Vilma María
González, María José
dc.contributor.other.none.fl_str_mv Sbaragli, S.
dc.subject.keyword.none.fl_str_mv Aprendizaje
Formación de profesores
topic Aprendizaje
Formación de profesores
Educación / Licenciaturas
dc.subject.themes.none.fl_str_mv Educación / Licenciaturas
description In this paper we illustrate how Wenger¿s theory of social learning can be used to account for phenomena of future teachers change in settings that are not usually studied, namely group work that future teachers do as they work on class assignments outside of class. We describe how we adapted Wenger¿s theory to the exploration of future mathematics teachers¿ learning and illustrate how the analysis of the audio taped interaction of a group of future teachers working out-side the classroom generated conjectures that help to explain their didactic knowledge development.
publishDate 2011
dc.date.issued.none.fl_str_mv 2011
dc.date.accessioned.none.fl_str_mv 2020-06-02T16:37:06Z
dc.date.available.none.fl_str_mv 2020-06-02T16:37:06Z
dc.type.spa.fl_str_mv Capítulo - Parte de Libro
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dc.identifier.citation.none.fl_str_mv Gómez, Pedro; Mesa, Vilma María; González, María José (2011). Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning. En Sbaragli, S. (Ed.), La Matematic
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dc.identifier.repourl.spa.fl_str_mv repourl:https://repositorio.uniandes.edu.co/
identifier_str_mv Gómez, Pedro; Mesa, Vilma María; González, María José (2011). Negotiation of meaning in outside of the classroom group assignments: accounting for the how to understand the what of future mathematics teachers' learning. En Sbaragli, S. (Ed.), La Matematic
instname:Universidad de los Andes
reponame:Repositorio Institucional Séneca
repourl:https://repositorio.uniandes.edu.co/
url http://hdl.handle.net/1992/32161
http://funes.uniandes.edu.co/1866/
dc.language.iso.es_CO.fl_str_mv eng
language eng
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eu_rights_str_mv openAccess
dc.format.mimetype.none.fl_str_mv application/pdf
dc.coverage.spatial.none.fl_str_mv Bologna, Italia
dc.publisher.none.fl_str_mv Pitagora
dc.publisher.faculty.none.fl_str_mv Facultad de Educación
publisher.none.fl_str_mv Pitagora
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(Ed.), La Matematichttp://hdl.handle.net/1992/32161http://funes.uniandes.edu.co/1866/instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/In this paper we illustrate how Wenger¿s theory of social learning can be used to account for phenomena of future teachers change in settings that are not usually studied, namely group work that future teachers do as they work on class assignments outside of class. 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