Vínculos y brechas entre el conocimiento teórico y el conocimiento práctico perceptual de una futura profesora en la enseñanza de la multiplicación de expresiones algebraicas

Translated title of the contribution: Links and gaps between theoretical knowledge and perceptual practical knowledge of a future teacher when teaching algebraic expressions multiplication

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Prospective mathematics teachers require an integrated education to respond to the school system demands, so that they are able to explicitly link the knowledge acquired in their training with the practice-based experiences. The purpose of this article is to investigate the links and gaps between the theoretical knowledge and the perceptual practical knowledge of a prospective teacher who participates in a Lesson Study experience in a university course, through the lesson plan, class observation and interviews. The results show situations associated with these links and gaps between the knowledge of a prospective teacher that emerge in the teaching experience of algebraic expressions multiplication, and how these influence the management understanding and learning opportunities for their students.

Translated title of the contributionLinks and gaps between theoretical knowledge and perceptual practical knowledge of a future teacher when teaching algebraic expressions multiplication
Original languageSpanish
Pages (from-to)591-612
Number of pages22
JournalBolema - Mathematics Education Bulletin
Volume33
Issue number64
DOIs
StatePublished - 2019
Externally publishedYes

Fingerprint

Dive into the research topics of 'Links and gaps between theoretical knowledge and perceptual practical knowledge of a future teacher when teaching algebraic expressions multiplication'. Together they form a unique fingerprint.

Cite this