Elaboración de orientaciones didácticas desde la reflexión docente: el caso del enfoque funcional del álgebra escolar
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Date
2015
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Abstract
AbstractOur research focuses on the development of teaching guidelines that emerge from the teacherreflective process through the design and implementation of a teaching sequence. The developmentof teaching guidelines in conjunction with the teacher is highlighted as the focus of our research, asit allows the promotion of a more active role of teachers in educational innovation processes,specifically those related to the development of school algebra. From this collaborative approach,the case of Marta is presented, whose reflections helped to develop teaching guidelines for the workin growing patterns for levels 5 and 6 of elementary education (10-12 years). As a main result, it hasbeen observed that the development of teaching guidelines is the product of the interrelationbetween different dimensions of mathematical knowledge for teaching (MKT): specializedknowledge of content, knowledge of content and students, and content and teaching. Themethodology used for the development of these guidelines has been a tool that has shown to be verypowerful to promote the emergency of teacher's deep reflections and has generated appropriateteaching guidelines for working in school algebra from a functional perspective.