A prospective teacher’s reflection on the teaching and learning of algebra through mathematical modelling
DOI:
https://doi.org/10.22481/intermaths.v2i2.9644Keywords:
Critérios de adequação didática, Ensino de Álgebra, Modelagem Matemática, Reflexão na formação de professoresAbstract
There is a broad consensus on the importance of working on mathematical competencies at all educational levels, among which mathematical modelling stands out. Due to its relevance as a tool to solve real-context problems, this article addresses this competence from the perspective of a prospective mathematics teacher’s reflection. In this line, the reflection made by a prospective teacher in her Master’s Final Project on the role of mathematical modelling in a teaching learning of algebra process is analysed. To this end, the Didactic Suitability Criteria tool was used, which was the same with which the prospective teacher developed her reflection. In methodological terms, a content analysis of this reflection was carried out and, in terms of its extension, a case study was developed in the context of a professionalising master’s program in mathematics teachers training. From the results obtained, it is stressed that the prospective teacher privileged the epistemic, cognitive, and ecological criteria when she made comments regarding mathematical modelling in her reflection. Furthermore, it is concluded that the Didactic Suitability Criteria tool allowed to make evident the theoretical- procedural notions on modelling underlying her reflection.
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