The design and implementation of an initial training course for teachers of mathematics to help understand how students relate to the professional knowledge provided in them, has been our focus. The authors start from the conception of formative process that approaches a functional view of the didactic knowledge of content, aimed at deepening on the meaning of the mathematical tasks that are involved in the lesson plans designed by future professors of three Chilean universities. From the qualitative paradigm, this research aims to show how the didactic analysis tool is useful to future teachers as a procedure to design, implement and evaluate the classes. Understanding these elements allows us to design courses more appropriate to the reality of initial training in the degrees of Chilean universities.
|Título traducido de la contribución||The didactic analysis as a basis for a course in the initial training of primary school teachers|
|Número de páginas||20|
|Publicación||Revista Iberoamericana de Educacion Superior|
|Estado||Publicada - jun. 2018|
|Publicado de forma externa||Sí|
- Didactic analysis
- Teacher training