A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks

Rocío Toscano; José María Gavilán-Izquierdo; Victoria Sánchez

doi:10.29333/ejmste/108631

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Rocío Toscano ¹ ^* , José María Gavilán-Izquierdo ¹, Victoria Sánchez ¹

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¹ Departamento de Didáctica de las Matemáticas, Universidad de Sevilla, SPAIN^* Corresponding Author

Abstract

From a commognitive approach, this article focuses on the discourse generated by pre-service primary teachers who are solving didactic-mathematical tasks. Our aims are to study the characteristics of the aforementioned discourse and, through these characteristics, identify whether a discourse close to the one of primary teachers is beginning to emerge. The sources of data were audio-recordings of group discussions and group reports. Two different discourses were identified in our results. One is the discourse generated by pre-service teachers when adopt the role of students of any level who have to solve a task proposed in the classroom. The other discourse is linked to the adoption of a role close to their future professional work. If we consider that the acquisition of a specific discourse enables future teachers to integrate into the community of practice of primary teachers, the role of the different discourses becomes a relevant element in teacher education.

Keywords

commognitive approach
didactic-mathematical task
discourse
pre-service primary teachers

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 11, November 2019, Article No: em1762

https://doi.org/10.29333/ejmste/108631

Publication date: 09 May 2019

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Article Downloads: 1737

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How to cite this article

APA

Toscano, R., Gavilán-Izquierdo, J. M., & Sánchez, V. (2019). A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), em1762. https://doi.org/10.29333/ejmste/108631

Vancouver

Toscano R, Gavilán-Izquierdo JM, Sánchez V. A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks. EURASIA J Math Sci Tech Ed. 2019;15(11):em1762. https://doi.org/10.29333/ejmste/108631

AMA

Toscano R, Gavilán-Izquierdo JM, Sánchez V. A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks. EURASIA J Math Sci Tech Ed. 2019;15(11), em1762. https://doi.org/10.29333/ejmste/108631

Chicago

Toscano, Rocío, José María Gavilán-Izquierdo, and Victoria Sánchez. "A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 11 (2019): em1762. https://doi.org/10.29333/ejmste/108631

Harvard

Toscano, R., Gavilán-Izquierdo, J. M., and Sánchez, V. (2019). A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), em1762. https://doi.org/10.29333/ejmste/108631

MLA

Toscano, Rocío et al. "A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 11, 2019, em1762. https://doi.org/10.29333/ejmste/108631