THE MATHEMATICS TEACHER FORMATION FROM THE ANTHROPOLOGICAL THEORY OF THE DIDACTIC: A CASE STUDY

Authors

  • Ana Rosa Corica
    Bio
     Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT) Facultad de Ciencias Exactas de la Universidad Nacional del Centro de la Provincia de Buenos Aires.
  • María Rita Otero
    Bio
     Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT) Facultad de Ciencias Exactas de la Universidad Nacional del Centro de la Provincia de Buenos Aires.

DOI:

https://doi.org/10.4151/07189729-Vol.53-Iss.2-Art.191

Keywords:

Teacher formation Mathematics University Anthropological Theory of the Didactic Research and Study Course

Abstract

In this paper we reported results of a case study realized with a mathematics teacher student during the realization of their teaching practice. The future teacher was realizing the last year of the teaching training college at an Argentine national university. He designed and implemented a didactic device for study calculus notions, which in his opinion would develop a SRC. The results indicate that in the management of this device the future teacher could incorporate certain elements of the mentioned pedagogy, which were not enough to make a teaching by SRC. It highlights the insuficiency of thepraxeological equipment of the future teacher and allows us to re"ect about how it should be modi!ed teacher training.

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Published

2014-01-21

How to Cite

Corica, A. R., & Otero, M. R. (2014). THE MATHEMATICS TEACHER FORMATION FROM THE ANTHROPOLOGICAL THEORY OF THE DIDACTIC: A CASE STUDY. Perspectiva Educacional, 53(2), 20–44. https://doi.org/10.4151/07189729-Vol.53-Iss.2-Art.191

Issue

Vol. 53 No. 2 (2014): Teacher Trainning

Section

Editorial

License

Copyright (c) 2014 Ana Rosa Corica, María Rita Otero

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía.