TY - JOUR
T1 - Estabilidad epistemológica del profesor debutante y espacio de trabajo matemático
AU - Montoya-Delgadillo, Elizabeth
AU - Mena-Lorca, Jaime
AU - Mena-Lorca, Arturo
PY - 2016/4
Y1 - 2016/4
N2 - In this research, we study the epistemological stability of beginning teachers. To do this, we have made a qualitative study of their suitable-MWS when developing a mathematical domain with the students, so as to clarify the elements that they put into play when unfolding a task in the classroom. We show results related to the eventual favoring that those teachers make of the realization of semiotic, discursive and instrumental genesis, and of the circulation between the different poles of the epistemological and cognitive planes. The study shows that the epistemology of beginning teachers is not stable, due to tension between their personal-MWS and their suitable-MWS.
AB - In this research, we study the epistemological stability of beginning teachers. To do this, we have made a qualitative study of their suitable-MWS when developing a mathematical domain with the students, so as to clarify the elements that they put into play when unfolding a task in the classroom. We show results related to the eventual favoring that those teachers make of the realization of semiotic, discursive and instrumental genesis, and of the circulation between the different poles of the epistemological and cognitive planes. The study shows that the epistemology of beginning teachers is not stable, due to tension between their personal-MWS and their suitable-MWS.
KW - Algebrization
KW - Beginning teachers
KW - Epistemological stability
UR - http://www.scopus.com/inward/record.url?scp=84964424923&partnerID=8YFLogxK
U2 - 10.1590/1980-4415v30n54a09
DO - 10.1590/1980-4415v30n54a09
M3 - Article
AN - SCOPUS:84964424923
SN - 0103-636X
VL - 30
SP - 188
EP - 203
JO - Bolema - Mathematics Education Bulletin
JF - Bolema - Mathematics Education Bulletin
IS - 54
ER -