Prospective primary school teachers’ competence for analysing the difficulties in solving proportionality problem
Prospective primary school teachers’ competence for analysing the difficulties in solving proportionality problem
复制标题
未来小学教师分析解决比例问题难点的能力
DOI：
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发表时间：
2020
影响因子：
1.8
通讯作者：
J. Godino
中科院分区：
文献类型：
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作者：
M. Burgos;J. Godino
在本文中，我们描述了形成性干预的设计、实施和结果，旨在培养未来小学教师分析解决比例任务中出现的困难的能力。用不同的方法解决问题，识别每个问题所涉及的知识，并考虑到这些信息，以认识到学生在使用每种策略解决问题时可能遇到的困难，是教学数学知识的认识和认知方面的重要方面。这项经验是在 88 名未来小学教师第三年学习期间进行的，采用了一种教学模式，包括团队合作、制度化和个人学习成果评估。为了分析参与者的反应，我们使用了数学教育中本体符号学方法的一些理论和方法工具。根据数学活动中涉及的对象来识别学生解决问题时的潜在困难，对于未来的教师来说是一项具有挑战性的任务。未来的教师最常发现的困难是那些与理解陈述要求、问题情境背景以及解决任务所涉及的数学程序有关的困难。他们没有根据解决策略来区分困难。时间限制决定了学习的程度。我们的结论是，教师教育计划有必要考虑这种类型的教学分析，并且应该与注重发展其他补充知识和能力的情况相结合。
In this paper, we describe the design, implementation and results of a formative intervention, meant to develop prospective primary school teachers’ competence in the analysis of the difficulties emerging in the resolution of proportionality tasks. Solving problems by different methods, identifying the knowledge put at stake in each problem and taking this information into account to recognize the difficulties that pupils may encounter in solving the problems using each strategy are essential aspects of the epistemic and cognitive facets of didactic-mathematical knowledge. The experience has been carried out with a sample of 88 prospective primary school teachers during the third year of their studies, by applying a didactic model that includes work in teams, institutionalization, and assessment of the individual learning achieved. To analyse the participants’ responses, we used some theoretical and methodological tools of the onto-semiotic approach in mathematics education. The identification of pupils’ potential difficulties in addressing problem-solving, based on the objects involved in the mathematical activity, was a challenging task for prospective teachers. The difficulties most frequently identified by the prospective teachers were those concerned with understanding the statement requirements, or the problem-situations context, and the mathematical procedures involved in the resolution of the task. They did not discriminate the difficulties according to the resolution strategies. Time constraints conditioned the degree of learning achieved. We conclude that it is necessary that teacher education programs consider this type of didactical analysis and should be articulated with situations focused on developing other complementary knowledge and competencies.