Knowledge construction on the teaching of mathematics in students for mathematics teachers through videos

Abstract

This research studies how the integration of practice records (videos) through environments that favor interaction during the analysis of those practice records supports the construction of knowledge about the teaching of mathematics. We analyzed the responses of 23 students for secondary school mathematics teacher to two questions related to mathematical competence presented in two virtual debates. The results indicate that the participations to the debates in the form of agree, agree and broad, disagree or disagree or broad favored the process of instrumentalization of the conceptual tools coming from the didactics of mathematics. These results emphasize how the use of Videos as a learning resource favors the construction of knowledge in the processes of meaning negotiation by students for mathematics teacher.