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 -