Reflections of future teachers in relation with contingency situations in the mathematics classroom

1Citations
Citations of this article
6Readers
Mendeley users who have this article in their library.
Get full text

Abstract

In this paper we analyze the reflection that emerges in future mathematics teachers when evaluating the management of contingent situations of the classroom work. The information retrieved from the stimulated recall, the semi-structured clinical interview and the video recording of the class are triangulated. We report through content analysis the results of two cases in which the reflection allows us to investigate and confront the visible measurable knowledge used for contingent situations management. The results show that future mathematics teachers manage the contingent situations according to the level of disciplinary knowledge they have. This knowledge allows them to perform better management in the class since it provides them, among others, better tools to investigate different types of teaching methods, utilization of sundry representations to teach a certain mathematical content, and anticipate mistakes and difficulties of the students

Cite

CITATION STYLE

APA

Benítez, R. A., & Santibáñez, M. U. (2020, December 1). Reflections of future teachers in relation with contingency situations in the mathematics classroom. Educacion Matematica. Mexican Society for Research and Dissemination of Mathematics Education. https://doi.org/10.24844/EM3203.07

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free