Analysis performed by Pre-Service Teachers in an Emerging Technological Environment in Mathematics Education
Keywords:
Abstract
The objective of this research is to describe how a pre-service mathematics teacher analyzes what happens in a videotaped virtual mathematics class in an emergent environment. For this purpose, exploratory qualitative research was designed with the participation of a teacher in her fifth year of initial training. The concept of didactic suitability and examples of indicators were explained to her. Then a reflection she wrote based on the indicators she had managed to establish was analyzed. The prospective teacher adapted indicators which allowed her to provide a descriptive reflection on what occurred in her class, and to offer evaluations with clear justifications. Nonetheless, it was found that there was an absence of proposals for improvement in her reflections, and few specific indicators concerning technological resources. Pre-service teachers are able to carry out descriptive and evaluative analyses with the use of tools such as didactic suitability, but support should be provided to increase their capacity to propose improvements to the educational process and to focus even more on mathematics education in emerging environments.
Downloads
References
Aloufi, F., Khalil, I. A.-H., Elsayed, A. M. A., Wardat, Y., & Al-Otaibi, A. (2021). Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes. International Journal of Learning, Teaching and Educational Research, 20(12), 85-113. https://doi.org/10.26803/IJLTER.20.12.6
Google Scholar CrossrefBardin, L. (1996). Análisis de contenido (2.da Ed.). Ediciones Akal.
Google Scholar CrossrefBarlovits, S., Jablonski, S., Lázaro, C., Ludwig, M., & Recio, T. (2021). Teaching from a distance—Math lessons during covid-19 in Germany and Spain. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080406
Google Scholar CrossrefBreda, A. & Lima, V. (2016). Estudio de caso sobre el análisis didáctico realizado en un trabajo final de un máster para profesores de matemáticas en servicio. Redimat, 5(1), 74-103. https://doi.org/10.17583/redimat.2016.1955
Google Scholar CrossrefBreda, A. (2020). Características del análisis didáctico realizado por profesores para justificar la mejora en la enseñanza de las matemáticas. Bolema, 34(66), 69-88. https://doi.org/10.1590/1980-4415v34n66a04
Google Scholar CrossrefBreda, A., Farsani, D., & Miarka, R. (2020). Political, technical and pedagogical effects of the COVID-19 Pandemic in Mathematics Education: An overview of Brazil, Chile and Spain. INTERMATHS, 1(1), 3-19. https://doi.org/10.22481/intermaths.v1i1.7400
Google Scholar CrossrefBreda, A., Font, V., & Pino-Fan, L. R. (2018). Criterios valorativos y normativos en la didáctica de las matemáticas: El caso del constructo idoneidad didáctica. Bolema: boletim de educação matemática, 32, 255-278. https://doi.org/10.1590/1980-4415v32n60a13
Google Scholar CrossrefCalle, E., Mora, M., Jacome, M., & Breda, A. (2021). La enseñanza de las matemáticas en un curso de formación en contexto de pandemia: La percepción de futuros profesores de matemáticas de Ecuador. Cuadernos de Investigación y Formación en Educación Matemática, 16, 200-215.
Google Scholar CrossrefChacón, Y. & Vargas, W. (2021). Perfil de los estudiantes de la carrera Bachillerato y Licenciatura en Enseñanza de la Matemática de la Universidad Nacional sobre los conocimientos tecnológicos, pedagógicos y del contenido función cuadrática [Tesis de la Universidad Nacional]. www.bit.ly/3MZy524
Google Scholar CrossrefD’Ambrosio, U. (2009). Some Reflections on Education, Mathematics, and Mathematics Education. En R. Even & D. L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study (pp. 239-244). Springer US. https://doi.org/10.1007/978-0-387-09601-8_24
Google Scholar CrossrefDe Vera, M. C. & Balgua, B. O. (2023). Utilization of technologies in teaching mathematics in a flexible learning environment. In International Conference on Information Technology and Mechatronics Engineering (Icitme) 2021 (2602). Pangasinan, Philippines. https://doi.org/10.1063/5.0147566
Google Scholar CrossrefDrijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., van der Ree, H., Mol, A., Barzel, B., & Doorman, M. (2021). Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown. Educational Studies in Mathematics, 108(1-2), 35-64. https://doi.org/10.1007/s10649-021-10094-5
Google Scholar CrossrefEngelbrecht, J., Llinares, S. y Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM Mathematics Education, 52, 825–841. https://doi.org/10.1007/s11858-020-01176-4
Google Scholar CrossrefFont, V., & Sala, G. (2020). 2021. Un año de incertidumbres para la educación matemática. Bolema: Boletim de Educação Matemática, 34, i-v. https://doi.org/10.1590/1980-4415v34n68e01
Google Scholar CrossrefGiacomone, B., Godino, J. D., & Beltrán-Pellicer, P. (2018). Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas. Educação e Pesquisa, 44. https://doi.org/10.1590/S1678-4634201844172011
Google Scholar CrossrefGodino, J. D. (2013). Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas. Cuadernos de investigación y formación en educación matemática, 11, 111-132. www.bit.ly/3NR1kEr
Google Scholar CrossrefGodino, J. D., Batanero, C. & Burgos, M. (2023). Theory of didactical suitability: An enlarged view of the quality of mathematics instruction. EURASIA Journal of Mathematics, Science and Technology Education, 19(6), em2270. https://doi.org/10.29333/ejmste/13187
Google Scholar CrossrefGodino, J. D., Batanero, C. y Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, 39 (1-2), 127-135. https://doi.org/10.1007/s11858-006-0004-1
Google Scholar CrossrefGodino, J. D., Giacomone, B., Batanero, C. & Font, V. (2017). Onto-Semiotic Approach to Mathematics Teacher's Knowledge and Competences. Bolema, 31(57), 90-113. http://dx.doi.org/10.1590/1980-4415v31n57a05
Google Scholar CrossrefGodino, J. D., Rivas, H., & Arteaga, P. (2012). Inferencia de indicadores de idoneidad didáctica a partir de orientaciones curriculares. Praxis educativa, 7(2), 331-354. https://doi.org/10.5212/PraxEduc.v.7i2.0002
Google Scholar CrossrefKrause, C. M., Di Martino, P., & Moschkovich, J. N. (2021). Tales from three countries: Reflections during COVID-19 for mathematical education in the future. Educational Studies in Mathematics, 108(1), 87-104. https://doi.org/10.1007/s10649-021-10066-9
Google Scholar CrossrefLeón, N. (2021). La educación matemática en hogares venezolanos durante la pandemia. Cuadernos de Investigación y Formación en Educación Matemática, 20, 256-278.
Google Scholar CrossrefLlinares, S. (2021). Educación matemática y COVID-19 en las Américas: Limitaciones, adaptaciones, y lecciones aprendidas. Cuadernos de Investigación y Formación en Educación Matemática, 20, 12-28.
Google Scholar CrossrefMalet, O., Giacomone, B., & Repetto, A. M. (2021). A Idoneidade didática como ferramenta metodológica: desenvolvimento e contextos de uso. Revemop, 3, e202110. https://doi.org/10.33532/revemop.e202110
Google Scholar CrossrefMedina-Guillen, L. F., Quintanilla-Ferrufino, G. J., Palma-Vallejo, M., & Guillen, M. F. M. (2021). Workload in a group of Latin American teachers during the COVID-19 pandemic. Uniciencia, 35(2), 1-13. https://doi.org/10.15359/ru.35-2.15
Google Scholar CrossrefMorales-López, Y., Gavarrete-Villaverde, M. E., & Alpízar-Vargas, M. (2021). Acciones y desafíos en la formación de docentes de matemáticas en el contexto de la pandemia en la Universidad Nacional—Costa Rica. Cuadernos de Investigación y Formación en Educación Matemática, 20, 216-228.
Google Scholar CrossrefMullen, C., Pettigrew, J., Cronin, A., Rylands, L., & Shearman, D. (2021). Mathematics is different: Student and tutor perspectives from Ireland and Australia on online support during COVID-19. Teaching Mathematics and Its Applications, 40(4), 332-355. https://doi.org/10.1093/teamat/hrab014
Google Scholar CrossrefPedró, F. (2020). COVID-19 y educación superior en América Latina y el Caribe: Efectos, impactos y recomendaciones políticas. Análisis Carolina, 36(1), 1-15. https://doi.org/10.33960/ac_36.2020
Google Scholar CrossrefPérez, C. (27 de abril de 2020). El gran test de las clases ‘online’. LT La tercera website. www.bit.ly/438ZpQ2
Google Scholar CrossrefPino-Fan, L., Castro, W., & Font, V. (2022). A Macro Tool to Characterize and Develop Key Competencies for the Mathematics Teacher’ Practice. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10301-6.
Google Scholar CrossrefPinto, J. E. M. (2018). Metodología de la investigación social: Paradigmas: cuantitativo, sociocrítico, cualitativo, complementario. Ediciones de la U.
Google Scholar CrossrefRosillo, N. & Montes, N. (2021). Escape Room Dual Mode Approach to Teach Maths during the COVID-19 Era. Mathematics, 9(20), 2602. https://doi.org/10.3390/math9202602
Google Scholar CrossrefShulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4 -14. https://doi.org/10.3102/0013189x015002004
Google Scholar CrossrefShulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Google Scholar CrossrefSukiman, Haningsih, S., & Rohmi, P. (2022). The pattern of hybrid learning to maintain learning effectiveness at the higher education level post-COVID-19 pandemic. European Journal of Educational Research, 11(1), 243-257. https://doi.org/10.12973/eu-jer.11.1.243
Google Scholar CrossrefThurm, D., Vandervieren, E., Moons, F., Drijvers, P., Barzel, B., Klinger, M., van der Ree, H., & Doorman, M. (2023). Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown—The student perspective. ZDM – Mathematics Education, 55(1), 79-93. https://doi.org/10.1007/s11858-022-01409-8
Google Scholar CrossrefVale, P. & Graven, M. (2023). Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19. ZDM - Mathematics Education, 55(1), 163-176. https://doi.org/10.1007/s11858-022-01408-9
Google Scholar CrossrefWang, H. (2021). What works and what does not: A reflective practice on an online mathematics class. Mathematics Teaching-Research Journal, 13(1), 16-30
Google Scholar CrossrefZhou, L., Wu, S., Zhou, M., & Li, F. (2020). «School’s Out, But Class’ On», The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. Best Evidence of Chinese Education, 4(2), 501-519. https://doi.org/10.15354/bece.20.ar023
Google Scholar CrossrefPublished
Almetric
Dimensions
Issue
Section
License
Copyright (c) 2024 Yuri Morales-López, Vicenç Font
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
