"The teaching of geometry" as seen by teachers of secondary schools and teacher trainers
This work looks into the geometry of the teacher, seen as a complex network among the disciplinary notion of the teacher as the result of their academic background, their appraisal of geometry as a content of learning and their didactic practice when teaching it. By means of a qualitative-interpreta...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Argentina |
| Recursos: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repositorio: | CONICET Digital (CONICET) |
| Idioma: | inglés |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/164208 |
| Acesso em linha: | http://hdl.handle.net/11336/164208 |
| Access Level: | acceso abierto |
| Palavra-chave: | GEOMETRY SECONDARY SCHOOL TEACHER TRAINING https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
| Resumo: | This work looks into the geometry of the teacher, seen as a complex network among the disciplinary notion of the teacher as the result of their academic background, their appraisal of geometry as a content of learning and their didactic practice when teaching it. By means of a qualitative-interpretative research, these aspects are characterized and compared into two groups of teachers of Mathematics in the Province of Santa Fe, Argentina: teacher trainers and secondary school teachers. The study shows different approaches in both groups as regards criteria for selecting, hierarchizing, sequencing and scheduling geometric content in Secondary Education and as regards the importance granted to didactic materials and resources. |
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