Desarrollo profesional del profesorado de matemáticas de Educación Infantil y Primaria: contribuciones de un curso de formación continua sobre el sentido algebraico
The objective of this article is to investigate the professional development of early childhood and primary eduction mathematics teachers based on the design and implementation of a continuing education programme on algebraic sense. This programme is structured in eight monthly two-hour sessions, in...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/26897 |
| Acesso em linha: | http://hdl.handle.net/10256/26897 |
| Access Level: | acceso abierto |
| Palavra-chave: | Competències professionals -- Ensenyament Competency based education Professors -- Formació Teachers -- Training of Àlgebra -- Ensenyament -- Educació infantil Algebra -- Study and teaching (Preschool) Àlgebra -- Ensenyament -- Educació primària Algebra -- Study and teaching (Primary) |
| Resumo: | The objective of this article is to investigate the professional development of early childhood and primary eduction mathematics teachers based on the design and implementation of a continuing education programme on algebraic sense. This programme is structured in eight monthly two-hour sessions, in which activities and challenges are presented in line with the main curricular lines (relations, patterns, change, algebraic language and computational thinking) and is implemented based on the realist-reflexive training model. A qualitative methodology based on a multiple case study was adopted, with the participation of 13 in-service early childhood and primary education teachers. Data collection is carried out through participant observation, recording the teachers' interactions and reflections. These data are analysed using the technique of content analysis with a deductive approach, based on previously defined categories related to self-regulation markers emerging from the literature. The results reveal that the programme has promoted: a) processes of deconstruction of teachers' previous experiences, beliefs and disciplinary and pedagogical knowledge about algebraic meaning that can hinder professional development; and b) processes of co-construction and reconstruction about the nature of algebraic sense, showing an evolution in the critical understanding of this meaning. This evolution was evidenced in the transformation of a perception centred on symbolism towards a functional conception that prioritizes generalization and mathematical reasoning in the early stages of education. It is concluded that the in-service training programme proved to be effective in boosting teachers' professional development by providing participants with practical and theoretical tools that enhance the teaching of algebra at basic levels |
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