POEMat.ESPauta de observación de la enseñanza de matemáticas en educación secundaria en España

  1. Joglar Prieto, Nuria
  2. Ferrando, Irene
  3. Abánades Astudillo, Miguel A.
  4. Arteaga Martínez, Blanca
  5. Barrera Castarnado, Víctor J.
  6. Belmonte Gómez, Juan M.
  7. Crespo García, Rafael
  8. Fernández Balboa, Ignacio Antonio
  9. Fraile Rey, Arántzazu
  10. Hernández Montagut, Esperanza
  11. Liñán García, María del Mar
  12. Macías Sánchez, Jesús
  13. Muñoz Catalán, María Cinta
  14. Pla Castells, Marta
  15. Ramírez García, Mónica
  16. Segura Cordero, Carlos
  17. Tolmos Rodríguez-Piñero, Piedad
  18. Star, Jon R.
Journal:
Avances de investigación en educación matemática

ISSN: 2254-4313

Year of publication: 2021

Issue: 20

Pages: 89-103

Type: Article

DOI: 10.35763/AIEM20.4004 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Avances de investigación en educación matemática

Abstract

The purpose of this paper is to present and justify the design of POEMat.ES, an observational tool of the mathematics teacher's actions in the classroom. POEMat.ES was developed by a group of re-searchers with diverse profiles in terms of teaching and research experience, with the aim of systematiz-ing the observation of teaching practice in order to understand and accurately interpret the process of teaching mathematics in secondary education in the Spanish context. POEMat.ES design is based on specific models of mathematics teacher knowledge. The construction of the tool is based on two com-plementary approaches: from a systematic literature review, categories of observation of teacher's ac-tions are proposed through systematic literature review, and categories are then redefined, refined and validated through the viewing of videos.

Bibliographic References

  • Andrews, P., Carrillo, J. y Climent, N. (2005). Proyecto METE (Mathematics Education Traditions of Europe): El foco matemático. En A. Maz, B. Gómez y M. Torralbo (eds.), IX Simposio de la Sociedad Española de Educación Matemática (pp. 131-138). SEIEM.
  • Barriendos, A., Berger, B., Domínguez, E. y Martínez, M. V. (2018). Manual Promate. Pauta de observación de clases de Matemáticas impartidas por profesores principiantes. Centro de Investigación Avanzada en Educación.
  • Boston, M. y Candela, A. (2018). The Instructional Quality Assessment as a tool for reflecting on instructional practice. ZDM Mathematics Education, 50(3), 427-444. https://doi.org/10.1007/s11858-018-0916-6
  • Brousseau, G. (1998). Théorie des Situations Didactiques. La Pensée Sauvage.
  • Carrillo, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, EscuderoÁvila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, A., Ribeiro, M. y Muñoz-Catalán, M. C. (2018). The Mathematics Teacher’s Specialised Knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236-253. https://doi.org/10.1080/14794802.2018.1479981
  • Charalambous, C. Y. y Praetorius, A. K. (2018). Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively. ZDM Mathematics Education, 50(3), 355-366. https://doi.org/10.1007/s11858-018-0914-8
  • Duval, R. (1993). Registres de représentation sémiotique et fonctionnement cognitif de la pensée. Annales de Didactique et de Science Cognitives, 5, 37-65.
  • Escudero, I. M., Gavilán, J. M. y Sánchez-Matamoros, G. (2014). Una aproximación a los cambios en el discurso matemático generados en el proceso de definir. RELIME, 17(1), 7-32. https://doi.org/10.12802/relime.13.1711
  • Greiffenhagen, C. (2014). The materiality of mathematics: Presenting mathematics at the blackboard. The British Journal of Sociology, 65(3), 502-528. https://doi.org/10.1111/1468-4446.12037
  • Hill, H. C., Ball, D. L. y Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
  • Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L. y Ball, D. L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An exploratory study. Cognition and Instruction, 26(4), 430-511. https://doi.org/10.1080/07370000802177235
  • Jurado, P. y Olmos, P. (2012). Comportamientos disruptivos y proceso de aprendizaje del alumnado en Educación Secundaria Obligatoria. En J. A. Gonzalez-Pienda, C. Rodríguez, D. Alvarez, R. Cerezo, E. Fernández, M. Cueli, T. García, E. Tuero y N. Suárez (eds.), Learning disabilities: Present and future (pp. 926-936). Universidad de Oviedo.
  • Karsenty, R. y Arcavi, A. (2017). Mathematics lenses and videotapes: A framework and a language for developing reflective practices of teaching. Journal of Mathematics Teacher Education, 20, 433-455. https://doi.org/10.1007/s10857-017-9379-x
  • Lepik, M., Grevholm, B. y Viholainen, A. (2015). Using textbooks in the mathematics classroom. The teachers’ view. Nordic Studies in Mathematics Education, 20(3-4), 129-156.
  • Llinares, S. (2013). Professional noticing: A component of the mathematics teacher’s professional practice. Journal of Education, 1(3), 6-93.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum. https://doi.org/10.4324/9781410602589
  • Martínez-Videla, M. V., y Perdomo-Díaz, J. (2019). Construcción y validación de una pauta de observación de clases de Matemáticas. En J. M. Marbán, M. Arce, A. Maroto, J. M. Muñoz-Escolano y Á. Alsina (eds.), Investigación en Educación Matemática XXIII (p. 631). SEIEM.
  • McMillan, S. S., King, M. y Tully, M. P. (2016). How to use the nominal group and Delphi techniques. International Journal of Clinical Pharmacy, 38(3), 655-662. https://doi.org/10.1007/s11096-016-0257-x
  • OECD (2018). What does teaching look like? A new video study. Teaching in Focus, 20. OECD.
  • Planas, N. (2006). Modelo de análisis de videos para el estudio de procesos de construcción de conocimiento matemático. Educación Matemática, 18(1), 37-72.
  • Planas, N., Arnal-Bailera, A. y García-Honrado, I. (2018). El discurso matemático del profesor: ¿Cómo se produce en clase y cómo se puede investigar? Enseñanza de las Ciencias, 36(1), 45-60. https://doi.org/10.5565/rev/ensciencias.2240
  • Rittle-Johnson, B. y Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574. https://doi.org/10.1037/0022-0663.99.3.561
  • Roschelle, J. (2000). Choosing and using video equipment for data collection. En A. Kelly y R. Lesh (eds.), Handbook of Research Design in Mathematics and Science Education (pp. 709-729). Lawrence Erlbaum.
  • Rowland, T., Turner, F., Thwaites, A. y Huckstep, P. (2009). Transformation: Using examples in mathematics teaching. Developing Primary Mathematics Teaching: Reflecting on Practice with the Knowledge Quartet (pp. 67-100). Sage. https://doi.org/10.4135/9781446279571.n4
  • Schoenfeld, A. (2000). Models of the teaching process. Journal of Mathematical Behavior, 18(3), 243-261. https://doi.org/10.1016/S0732-3123(99)00031-0
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Sullivan, P., Clarke, D., Clarke, B. y O’Shea, H. (2010). Exploring the relationship between task, teacher actions, and student learning. PNA, 4(4), 133-142.
  • Thames, M. H. y Ball, D. L. (2010). What math knowledge does teaching require? Teaching Children Mathematics, 17(4), 220-229. https://doi.org/10.5951/TCM.17.4.0220
  • Vásquez Ortiz, C. A., Alsina, Á., Pincheira Hauck, N. G., Gea Serrano, M. M. y Chandia Muñoz, E. (2020). Construcción y validación de un instrumento de observación de clases de probabilidad. Enseñanza de las Ciencias, 38(2), 25-43. https://doi.org/10.5565/rev/ensciencias.2820
  • Villella, J. A. y Contreras, L. C. (2005). La selección y uso de libros de texto: Un desafío para el profesional de la enseñanza de la matemática. Gaceta de la RSME 8(2), 419-433.
Data source: Dialnet