BUILDING A MODEL TO ANALYSE A MATHEMATICS TEACHER PRACTICE

Authors

  • Carlos Miguel Ribeiro Universidade do Algarve, Portugal
  • Rute Ribeiro Universidade do Algarve, Portugal
  • José Carrillo Universidade de Huelva, Espanha

DOI:

https://doi.org/10.21814/rpe.3032

Abstract

Teaching practice can be seen in different perspectives; one of them is the cognitive perspective. We present a model that, starting from teaching practice, allows us to examine which cognitions are at stake when teachers are immersed in their practice, and also the ways in which those cognitions are
related and what is their role in the teaching process. The establishment of such a model allows us to simplify something so complex as the teaching process. In this paper we present the process of construction of such a model, in an elementary 4th grade class in which the teacher makes a dialogued review of the differences between squares and rectangles regarding
measurements and number of sides. The model emphasizes the cognition evidenced by the teacher as well as the relations between them and the actions he takes. We finish by presenting the possible implications of the use of this model in the initial and continuing training of teachers.

Keywords
Teaching model; Cognitions; Practice; Mathematics

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How to Cite

Ribeiro, C. M., Ribeiro, R., & Carrillo, J. (2011). BUILDING A MODEL TO ANALYSE A MATHEMATICS TEACHER PRACTICE. Portuguese Journal of Education, 24(2), 135–158. https://doi.org/10.21814/rpe.3032

Issue

Vol. 24 No. 2 (2011)

Section

Artigos

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