The math teacher´s learning as a research field
This review article presents several ways to understand the math teacher's learning through the analysis of the research focus regarding the teacher. The meaning conferred to the teacher's learning is deepened from philosophical approaches; the problems derived from the perspectives on the...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6580
- 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:001/14801
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247
https://repositorio.uptc.edu.co/handle/001/14801
- Palabra clave:
- Learning; math teacher; learning theories; teacher training
Aprendizaje; profesor de matemáticas; teorías de aprendizaje; formación de profesores
Educación
Formación de profesores
Matemáticas
Revista História da Educação Latino-americana; Aprendizagem; professor de matemática; teorias de aprendizagem; formação de professores
- Rights
- License
- Copyright (c) 2017 Revista Historia de la Educación Latinoamericana
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The math teacher´s learning as a research field |
| dc.title.es-ES.fl_str_mv |
El aprendizaje del profesor de matemáticas como campo investigativo |
| dc.title.pt-BR.fl_str_mv |
A aprendizagem do professor de matemática como campo de pesquisa |
| title |
The math teacher´s learning as a research field |
| spellingShingle |
The math teacher´s learning as a research field Learning; math teacher; learning theories; teacher training Aprendizaje; profesor de matemáticas; teorías de aprendizaje; formación de profesores Educación Formación de profesores Matemáticas Revista História da Educação Latino-americana; Aprendizagem; professor de matemática; teorias de aprendizagem; formação de professores |
| title_short |
The math teacher´s learning as a research field |
| title_full |
The math teacher´s learning as a research field |
| title_fullStr |
The math teacher´s learning as a research field |
| title_full_unstemmed |
The math teacher´s learning as a research field |
| title_sort |
The math teacher´s learning as a research field |
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Learning; math teacher; learning theories; teacher training |
| topic |
Learning; math teacher; learning theories; teacher training Aprendizaje; profesor de matemáticas; teorías de aprendizaje; formación de profesores Educación Formación de profesores Matemáticas Revista História da Educação Latino-americana; Aprendizagem; professor de matemática; teorias de aprendizagem; formação de professores |
| dc.subject.es-ES.fl_str_mv |
Aprendizaje; profesor de matemáticas; teorías de aprendizaje; formación de profesores Educación Formación de profesores Matemáticas |
| dc.subject.pt-BR.fl_str_mv |
Revista História da Educação Latino-americana; Aprendizagem; professor de matemática; teorias de aprendizagem; formação de professores |
| description |
This review article presents several ways to understand the math teacher's learning through the analysis of the research focus regarding the teacher. The meaning conferred to the teacher's learning is deepened from philosophical approaches; the problems derived from the perspectives on the field; the paradigms or conceptual frameworks of teacher training and general theories of learning. The objective consists of understanding the assumptions and conjectures that determine the math teacher's learning view through their research development. Finally, it is considered the sociocultural perspective as an emerging field of research development, where the knowledge of the teacher and the process of knowing attribute new meanings to the math teacher's learning. |
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2017 |
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2024-07-05T19:14:51Z |
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2024-07-05T19:14:51Z |
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2017-06-06 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247 10.19053/01227238.6247 |
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https://repositorio.uptc.edu.co/handle/001/14801 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247 https://repositorio.uptc.edu.co/handle/001/14801 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247/5557 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247/5761 |
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Copyright (c) 2017 Revista Historia de la Educación Latinoamericana |
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http://purl.org/coar/access_right/c_abf2 |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
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Revista Historia de la Educación Latinoamericana; Vol. 19 No. 28 (2017): Estanislao Zuleta; 173-196 |
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Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 28 (2017): Estanislao Zuleta; 173-196 |
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2256-5248 0122-7238 |
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2017-06-062024-07-05T19:14:51Z2024-07-05T19:14:51Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/624710.19053/01227238.6247https://repositorio.uptc.edu.co/handle/001/14801This review article presents several ways to understand the math teacher's learning through the analysis of the research focus regarding the teacher. The meaning conferred to the teacher's learning is deepened from philosophical approaches; the problems derived from the perspectives on the field; the paradigms or conceptual frameworks of teacher training and general theories of learning. The objective consists of understanding the assumptions and conjectures that determine the math teacher's learning view through their research development. Finally, it is considered the sociocultural perspective as an emerging field of research development, where the knowledge of the teacher and the process of knowing attribute new meanings to the math teacher's learning.Este artículo de revisión presenta diversas formas de entender el aprendizaje del profesor de matemáticas, a través del análisis sobre el foco investigativo relativo al profesor. Profundiza sobre el significado atribuido al aprendizaje del profesor desde los enfoques filosóficos; las problemáticas derivadas de las perspectivas propias del campo; los paradigmas o marcos conceptuales de formación de profesores y las teorías generales de aprendizaje, con el objetivo de comprender los supuestos y conjeturas planteadas, las cuales determinan visiones de aprendizaje del profesor de matemáticas a través de su desarrollo investigativo. Finalmente, considera la perspectiva sociocultural como campo emergente de desarrollo investigativo, en donde el conocimiento del profesor y el proceso del conocer atribuyen nuevos significados al aprendizaje del profesor de matemáticas.Este artigo de revisão apresenta diversas formas de entender a aprendizagem do professor de matemática por meio da análise sobre o foco investigativo relativo ao professor. Aprofunda sobre o significado atribuído à aprendizagem do professor a partir dos enfoques filosóficos; as problemáticas derivadas das perspectivas próprias do campo; os paradigmas ou marcos conceituais de formação de professores e as teorias gerais de aprendizagem, com o objetivo de compreender as hipóteses e conjecturas planejadas, as quais determinam visões de aprendizagem do professor de matemática por meio de seu desenvolvimento investigativo. Finalmente, considera a perspectiva sociocultural como um campo emergente de desenvolvimento investigativo, na qual o conhecimento do professor e o processo de conhecer atribuem novos significados à aprendizagem do professor de matemática.application/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247/5557https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6247/5761Copyright (c) 2017 Revista Historia de la Educación Latinoamericanahttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf81http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 19 No. 28 (2017): Estanislao Zuleta; 173-196Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 28 (2017): Estanislao Zuleta; 173-1962256-52480122-7238Learning; math teacher; learning theories; teacher trainingAprendizaje; profesor de matemáticas; teorías de aprendizaje; formación de profesoresEducaciónFormación de profesoresMatemáticasRevista História da Educação Latino-americana; Aprendizagem; professor de matemática; teorias de aprendizagem; formação de professoresThe math teacher´s learning as a research fieldEl aprendizaje del profesor de matemáticas como campo investigativoA aprendizagem do professor de matemática como campo de pesquisainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6580http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a164http://purl.org/coar/version/c_970fb48d4fbd8a85Riscanevo Espitia, Lida EsperanzaJiménez Espinosa, Alfonso001/14801oai:repositorio.uptc.edu.co:001/148012025-07-18 12:00:03.055https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |