UNA REVISIÓN QUE CONECTA EL ENFOQUE DOCUMENTAL DE LA DIDÁCTICA Y LA MIRADA PROFESIONAL DEL PROFESOR DE MATEMÁTICAS.
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| Title: | UNA REVISIÓN QUE CONECTA EL ENFOQUE DOCUMENTAL DE LA DIDÁCTICA Y LA MIRADA PROFESIONAL DEL PROFESOR DE MATEMÁTICAS. |
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| Alternate Title: | A review that connects the Documentary Approach of Didactics and the Professional View of the Mathematics Teacher. Uma revisão que conecta o Enfoque Documental da Didática e o Olhar Profissional do Professor de Matemática. |
| Authors: | Cruz-Rojas, Gilbert Andres1 gilbert.a.cruz.r@correounivalle.edu.co |
| Source: | Praxis, Educación & Pedagogía. 2021, Issue 8, p1-20. 20p. |
| Subject Terms: | *Mathematics education, *Teacher role, *Situated learning theory, *Teaching aids, *Didacticism, *Teaching methods |
| Abstract (English): | We present results of a documentary review in the field of Mathematics Education that establishes theoretical and methodological connections between the Documentary Approach to Didactics (DAD) and the Professional View of the Teacher (PVT). The methodology used contemplated three moments: classification, selection and analysis, and as results it is stated that from DAD and PVT research has been carried out that accounts for the practices of the mathematics teacher. Conceptually, DAD has cognitive roots that focus attention on a teacher’s resource system and the PVT, for its part, studies the teacher’s situated activity. In the revised methodologies, a shared interest in the study of the lessons is identified. Results also show the need from DAD to connect the documentary processes of teachers with the results of instruction, such as discursive practices in the classroom, the use of complex and challenging tasks, conceptual learning, etc. Faced with PVT, the need to understand diversification and own methodological developments is identified to strengthen its methods of data collection and analysis, both qualitative and quantitative. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Se presentan resultados de una revisión documental en el campo de la Educación Matemática que establece conexiones teóricas y metodológicas entre el Enfoque Documental de la Didáctica (EDD) y la Mirada Profesional del Profesor (MPP). La metodología utilizada contempló tres momentos: clasificación, selección y análisis, y como resultados se plantea que desde el EDD y la MPP se han realizado investigaciones que dan cuenta de las prácticas del profesor de matemáticas. Conceptualmente el EDD tiene raíces cognitivas que centran la atención en el sistema de recursos de un profesor y la MPP, por su parte, estudia la actividad situada del profesor. En las metodologías revisadas se identifica un interés compartido por el estudio de las lecciones. Los resultados muestran también la necesidad desde el EDD por conectar los procesos documentales de los maestros con los resultados de la instrucción, como las prácticas discursivas en el aula, el uso de tareas complejas y desafiantes, el aprendizaje conceptual, etc. Frente a la MPP se identifica la necesidad por comprender la diversificación y desarrollos metodológicos propios para fortalecer sus métodos de recolección de datos y de análisis tanto cualitativos como cuantitativos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Apresentam-se os resultados de uma revisão documental no campo da Educação Matemática que estabelece conexões teóricas e metodológicas entre a Abordagem Documental do Didática (ADD) e o Olhar Profissional do Professor (OPP). A metodologia utilizada contemplou três momentos: classificação, seleção e análise; como resultados, propõe-se que a partir da ADD e do OPP as pesquisas realizadas dão conta das práticas do professor de matemática. Conceitualmente, a ADD têm raízes cognitivas que centram a atenção no sistema de recursos de um professor, enquanto o OPP estuda a atividade situada do professor. Nas metodologias revisadas, identifica-se um interesse compartilhado pelo estudo das lições. Os resultados mostram também a necessidade sob a ótica da ADD de conectar os processos documentais dos professores com os resultados da instrução, como as práticas discursivas em aula, o uso de tarefas complexas e desafiantes, a aprendizagem conceptual, etc. Sobre o OPP, observa-se a necessidade de compreender a diversificação e desenvolvimentos metodológicos próprios para fortalecer seus métodos de coleta de dados e de análises qualitativas e quantitativas. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | We present results of a documentary review in the field of Mathematics Education that establishes theoretical and methodological connections between the Documentary Approach to Didactics (DAD) and the Professional View of the Teacher (PVT). The methodology used contemplated three moments: classification, selection and analysis, and as results it is stated that from DAD and PVT research has been carried out that accounts for the practices of the mathematics teacher. Conceptually, DAD has cognitive roots that focus attention on a teacher’s resource system and the PVT, for its part, studies the teacher’s situated activity. In the revised methodologies, a shared interest in the study of the lessons is identified. Results also show the need from DAD to connect the documentary processes of teachers with the results of instruction, such as discursive practices in the classroom, the use of complex and challenging tasks, conceptual learning, etc. Faced with PVT, the need to understand diversification and own methodological developments is identified to strengthen its methods of data collection and analysis, both qualitative and quantitative. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 26194791 |
| DOI: | 10.25100/praxis_educacion.v0i8.12450 |
