Estabilidad epistemológica del profesor debutante y espacio de trabajo matemático

Translated title of the contribution: Nobel teacher's epistemological stability and mathematical working space

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Abstract

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.

Translated title of the contributionNobel teacher's epistemological stability and mathematical working space
Original languageSpanish
Pages (from-to)188-203
Number of pages16
JournalBolema - Mathematics Education Bulletin
Volume30
Issue number54
DOIs
StatePublished - Apr 2016
Externally publishedYes

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