Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice
This reflection article presents a relation between experience and learning from the perspective of social practice, as a fundamental part in the mathematics teacher education. Such relation is shown through an extensive contextualization of different philosophical approaches on experience and their...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6569
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13482
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7249
https://repositorio.uptc.edu.co/handle/001/13482
- Palabra clave:
- learning
experience
mathematics teacher
teachers’ education
aprendizaje
experiencia
profesor de matemáticas
formación de profesores
Apprentissage
expérience
professeur de mathématiques
formation de professeurs
Aprendizagem
experiência
professor de matemática
formação de professores
- Rights
- License
- http://purl.org/coar/access_right/c_abf70
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Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| dc.title.es-ES.fl_str_mv |
La experiencia y el aprendizaje del profesor de matemáticas desde la perspectiva de la práctica social |
| dc.title.fr-FR.fl_str_mv |
L’expérience et L’apprentissage du Professeur de Mathématiques Dans la Perspective de la Pratique Sociale |
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A Experiência e a Aprendizagem do Professor de Matemática desde a Perspectiva da Prática Social |
| title |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| spellingShingle |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice learning experience mathematics teacher teachers’ education aprendizaje experiencia profesor de matemáticas formación de profesores Apprentissage expérience professeur de mathématiques formation de professeurs Aprendizagem experiência professor de matemática formação de professores |
| title_short |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| title_full |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| title_fullStr |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| title_full_unstemmed |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| title_sort |
Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice |
| dc.subject.en-US.fl_str_mv |
learning experience mathematics teacher teachers’ education |
| topic |
learning experience mathematics teacher teachers’ education aprendizaje experiencia profesor de matemáticas formación de profesores Apprentissage expérience professeur de mathématiques formation de professeurs Aprendizagem experiência professor de matemática formação de professores |
| dc.subject.es-ES.fl_str_mv |
aprendizaje experiencia profesor de matemáticas formación de profesores |
| dc.subject.fr-FR.fl_str_mv |
Apprentissage expérience professeur de mathématiques formation de professeurs |
| dc.subject.pt-BR.fl_str_mv |
Aprendizagem experiência professor de matemática formação de professores |
| description |
This reflection article presents a relation between experience and learning from the perspective of social practice, as a fundamental part in the mathematics teacher education. Such relation is shown through an extensive contextualization of different philosophical approaches on experience and their interpretations in the education area, with the aim of highlighting an emerging field of research that displays teacher learning in the process of creating a community of practice in order to live experiences and identify through them what is touching and transforming the mathematics teacher. In this way, the need to research on learning experience is underlined, not just to emphasize what the experience does not mean, but to recognize that the experience-learning relation is formative, given that the subject of learning is not only the subject of the experience but also the subject of formation. |
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2017 |
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2024-07-05T19:04:27Z |
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2024-07-05T19:04:27Z |
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2017-09-01 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7249 10.19053/22160159.v8.n18.2017.7249 |
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https://repositorio.uptc.edu.co/handle/001/13482 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7249/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 8 No. 18 (2017): Del Enseñar y el Aprender; 203 - 232 |
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Praxis & Saber; Vol. 8 Núm. 18 (2017): Del Enseñar y el Aprender; 203 - 232 |
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Praxis & Saber; Vol. 8 No 18 (2017): Del Enseñar y el Aprender; 203 - 232 |
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Praxis & Saber; V. 8 N. 18 (2017): Del Enseñar y el Aprender; 203 - 232 |
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Praxis & Saber; v. 8 n. 18 (2017): Del Enseñar y el Aprender; 203 - 232 |
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2462-8603 2216-0159 |
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2017-09-012024-07-05T19:04:27Z2024-07-05T19:04:27Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/724910.19053/22160159.v8.n18.2017.7249https://repositorio.uptc.edu.co/handle/001/13482This reflection article presents a relation between experience and learning from the perspective of social practice, as a fundamental part in the mathematics teacher education. Such relation is shown through an extensive contextualization of different philosophical approaches on experience and their interpretations in the education area, with the aim of highlighting an emerging field of research that displays teacher learning in the process of creating a community of practice in order to live experiences and identify through them what is touching and transforming the mathematics teacher. In this way, the need to research on learning experience is underlined, not just to emphasize what the experience does not mean, but to recognize that the experience-learning relation is formative, given that the subject of learning is not only the subject of the experience but also the subject of formation.Este artículo de reflexión presenta una relación entre la experiencia y el aprendizaje desde la perspectiva de la práctica social, como parte fundamental en la formación del profesor de matemáticas. Dicha relación se expone a través de una contextualización amplia de los diferentes enfoques filosóficos de la experiencia y de sus interpretaciones en lo educativo, con el objetivo de señalar un campo investigativo emergente que visualice el aprendizaje del profesor en el proceso de constitución de una comunidad de prácticas para vivir experiencias y en ellas identificar lo que conmueve y transforma al profesor de matemáticas. De esta forma, se enfatiza la necesidad de investigar sobre la experiencia de aprender, no solo para recalcar lo que la experiencia no es, sino para reconocer que la relación experiencia-aprendizaje es formativa, pues el sujeto del aprendizaje no solo es el sujeto de la experiencia, sino es también el sujeto de la formación.Cet article de réflexion présente une relation entre l’expérience et l’apprentissage à partir de la perspective de la pratique sociale comme une partie fondamentale dans la formation du professeur de mathématiques. Cette relation est exposée au moyen d’une contextualisation assez large des différentes approches philosophiques de l’expérience et de ses interprétations dans le domaine éducatif, afin de signaler un champ de recherche émergent qui visualise l’apprentissage du professeur dans le processus de constitution d’une communauté de pratiques pour vivre des expériences et, grâce à elles, identifier ce qui émeut et transforme le professeur de mathématiques. Ainsi, on souligne la nécessité de faire des recherches sur l’expérience de l’apprentissage, non seulement pour remarquer ce que l’expérience ne veut pas dire, mais pour reconnaître que la relation expérience-apprentissage est formative dans la mesure où, le sujet de l’apprentissage n’est pas seulement le sujet de l’expérience mais aussi le sujet de la formation.Este artigo de reflexão apresenta uma relação entre a experiência e a aprendizagem desde a perspectiva da prática social, como parte fundamental na formação do professor de matemática. Dita relação expõe-se através de uma contextualização ampla dos diferentes enfoques filosóficos da experiência e de suas interpretações no educativo, com o objetivo de assinalar um campo investigativo emergente que visualize a aprendizagem do professor no processo de constituição de uma comunidade de práticas para viver experiências e nelas identificar o que comove e transforma ao professor de matemática. Desta forma, enfatizase a necessidade de pesquisar sobre a experiência de aprender, não só para recalcar o que a experiência não é, sina para reconhecer que a relação experiência-aprendizagem é formativa, pois o sujeito da aprendizagem não só é o sujeito da experiência, sina é também o sujeito da formação.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7249/pdfPraxis & Saber; Vol. 8 No. 18 (2017): Del Enseñar y el Aprender; 203 - 232Praxis & Saber; Vol. 8 Núm. 18 (2017): Del Enseñar y el Aprender; 203 - 232Praxis & Saber; Vol. 8 No 18 (2017): Del Enseñar y el Aprender; 203 - 232Praxis & Saber; V. 8 N. 18 (2017): Del Enseñar y el Aprender; 203 - 232Praxis & Saber; v. 8 n. 18 (2017): Del Enseñar y el Aprender; 203 - 2322462-86032216-0159learningexperiencemathematics teacherteachers’ educationaprendizajeexperienciaprofesor de matemáticasformación de profesoresApprentissageexpérienceprofesseur de mathématiquesformation de professeursAprendizagemexperiênciaprofessor de matemáticaformação de professoresMathematics Teacher’s Experience and Learning from the Perspective of Social PracticeLa experiencia y el aprendizaje del profesor de matemáticas desde la perspectiva de la práctica socialL’expérience et L’apprentissage du Professeur de Mathématiques Dans la Perspective de la Pratique SocialeA Experiência e a Aprendizagem do Professor de Matemática desde a Perspectiva da Prática Socialinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6569http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a153http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf70http://purl.org/coar/access_right/c_abf2Riscanevo Espitia, Lida EsperanzaJiménez Espinosa, Alfonso001/13482oai:repositorio.uptc.edu.co:001/134822025-07-18 11:43:29.747metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |