Conceptual vignettes for teaching didactics of Mathematics
DOI:
https://doi.org/10.22481/rbba.v13i01.14230Keywords:
Concept cartoons, Teaching of didactics, Research results, Teacher trainingAbstract
We explored the potential of a sequence of conceptual vignettes for the teaching and learning of research findings related to understanding the equals sign in algebraic entry. We designed a sequence of three conceptual vignettes based on empirical evidence adapted for teaching research findings. In their fourth and final year of a teaching program at a teacher training institute in Uruguay, a class group comprising five students specialising in mathematics education participated. We implemented the sequence of conceptual vignettes in a 120-minute working session with the entire group. The participants demonstrated progress in understanding that specific interpretations of the equals sign can interfere with learning algebra. The sequence of conceptual vignettes facilitated the understanding of research findings regarding the comprehension of the equals sign in algebraic entry. Further studies are required to delve deeper into this line of research.
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