Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice

Adriana Breda; Luis Roberto Pino-Fan; Vicenç Font

doi:10.12973/eurasia.2017.01207a

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Adriana Breda ¹, Luis Roberto Pino-Fan ² ^* , Vicenç Font ³

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¹ Universidad de Los Lagos² Exact Sciences, Universidad de Los Lagos³ Universitat de Barcelona^* Corresponding Author

Abstract

Background:
The objective of this study is to demonstrate that the criteria of didactical suitability, proposed by the theoretical framework known as the Onto-Semiotic Approach (OSA) of mathematical knowledge and instruction, are powerful tools for organizing the reflection and assessment of instruction processes carried out by mathematics teachers.

Material and methods:
To this aim, the results of a multiple case study are presented

Results:
which prove that when teachers are faced with the task of evaluating processes of instruction, they employ-either implicitly or explicitly- the OSA criteria of didactical suitability (epistemic, cognitive, affective, mediational, interactional and ecological).

Conclusions:
Therefore, the explicit application of said criteria in teachers’ education cycles contributes to the development of the didactic analysis competence that is necessary for teachers to be able to reflect on their own practices.

Keywords

teacher training
didactic-mathematical knowledge
competences
didactic analysis
didactical suitability

License

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 13, Issue 6, June 2017, 1893-1918

https://doi.org/10.12973/eurasia.2017.01207a

Publication date: 15 Jun 2017

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Article Downloads: 3521

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How to cite this article

APA

Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a

Vancouver

Breda A, Pino-Fan LR, Font V. Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice. EURASIA J Math Sci Tech Ed. 2017;13(6):1893-918. https://doi.org/10.12973/eurasia.2017.01207a

AMA

Breda A, Pino-Fan LR, Font V. Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice. EURASIA J Math Sci Tech Ed. 2017;13(6), 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a

Chicago

Breda, Adriana, Luis Roberto Pino-Fan, and Vicenç Font. "Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 6 (2017): 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a

Harvard

Breda, A., Pino-Fan, L. R., and Font, V. (2017). Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), pp. 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a

MLA

Breda, Adriana et al. "Meta Didactic-Mathematical Knowledge of Teachers: Criteria for The Reflection and Assessment on Teaching Practice". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 6, 2017, pp. 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a