Prospective mathematics teachers’ competence for analysing the didactic suitability of a proportionality lesson in a textbook

Abstract

In this paper the design and results of a training intervention aimed to promote prospective high school mathematics teachers' competence for analyzing the didactic suitability analysis of a textbook proportionality lesson is described. The methodological approach adopted corresponds to didactic engineering. Furthermore, content analysis was used to evaluate the written reports produced by 14 work teams on the lesson cognitive-affective and instructional-ecological suitability. These teams make up a sample of 30 prospective high school mathematics teachers, who were enrolled in a Master’s Degree in Compulsory and Post-compulsory Secondary Education. Most of the work teams’ assessment reports were adequate, according to the a priori analysis agreed upon by the research team. The prospective teachers pointed out to shortcomings and positive aspects of the lesson and made suggestions regarding the management of the textbook’s use. We conclude that the experience allowed the future teachers to reflect and acquire knowledge and necessary competences, not only for the analysis of textbook lessons but also for their critical management.