TY - JOUR
T1 - Building a model for observing the educational practice of mathematics teachers
AU - Ramos-Rodríguez, Elisabeth
AU - Vásquez, Claudia
AU - Molina, Macarena Valenzuela
AU - Ruz, Felipe
N1 - Funding Information:
Acknowledgments: This research is financed by the National Research and Development Agency (ANID) of the Government of Chile, through FONDECYT projects 11190553 and 1200356, and by the Department for Research and Advanced Studies of the Pontificia Universidad Católica de Valparaíso, project 039.396/2019.
Funding Information:
This research was funded by FONDECYT projects 11190553 and 1200356, and by the Department for Research and Advanced Studies of the Pontificia Universidad Cat?lica de Valpara?so, project 039.396/2019.
Funding Information:
Funding: This research was funded by FONDECYT projects 11190553 and 1200356, and by the Department for Research and Advanced Studies of the Pontificia Universidad Católica de Valparaíso, project 039.396/2019.
Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2021/12/1
Y1 - 2021/12/1
N2 - This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.
AB - This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.
KW - Educational practice
KW - Knowledge
KW - Mathematics teacher
KW - Reflection
KW - Teaching practice
UR - http://www.scopus.com/inward/record.url?scp=85121608688&partnerID=8YFLogxK
U2 - 10.3390/math9243304
DO - 10.3390/math9243304
M3 - Article
AN - SCOPUS:85121608688
VL - 9
JO - Mathematics
JF - Mathematics
SN - 2227-7390
IS - 24
M1 - 3304
ER -