Part of a doctoral work, framed within the teacher training online, is to analyze the tasks proposed by teachers teaching in a training course held in Chile in 2012, where participants have to identify a professional problem referred to teaching algebra and deepen on it designing, implementing and analyzing mathematical tasks for a class. After presenting some descriptors of tasks, with a qualitative methodology we use content analysis to describe the evolution of teaching tasks proposed by two teachers participating in this training course. Analysis of the data show how teachers face a problem of practice, incorporating new elements of action regarding the design of tasks, increasing their knowledge, specifically in relation to the notion of modeling, through this process in their professional development.
|Translated title of the contribution||Professional development of mathematics teacher from their classroom tasks proposed in a teacher education course|
|Number of pages||14|
|Journal||Bolema - Mathematics Education Bulletin|
|State||Published - 1 Apr 2015|