Teachers' Reflections on Their Knowledge and Practice of Teaching High School Functions

Autor/inn/en	Aparicio-Landa, Eddie; Sosa-Moguel, Landy; Ávila-Vales, Eric; Morales-Carballo, Armando
Titel	Teachers' Reflections on Their Knowledge and Practice of Teaching High School Functions
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 12 (2023) 2, S.110-126 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Mathematics Teachers; Teaching Methods; High School Teachers; Mathematical Concepts; Classification; Pedagogical Content Knowledge; Teacher Education; Faculty Development; Teacher Characteristics; Calculus; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule; Classification system; Klassifikation; Klassifikationssystem; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ausland; Mexiko
Abstract	We report a characterization of the reflections made by high school mathematics teachers when discussing their resolutions of three numerical tasks related to the concept of function understood as a mathematical procept. Thematic analysis was used to code and categorize the reflections. Six teachers with at least 5 years of professional experience and an average age of 30 years participated. The results show that the teachers reflected on their actions in the tasks; their content knowledge; their teaching practice; and their professional training. As a result of these reflections, they recognized the need to improve their knowledge and practice of teaching functions in a more proceptual sense. The results contribute to deepen in how to make teachers reflect and incorporate a much more structural vision of functions in their teaching practices and, at the same time, incorporate the importance and role of their professional training in their reflections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01