Use the Cases of Simple Calculators and Video Games in a Teacher Training Course

Authors

DOI:

https://doi.org/10.17533/udea.unipluri.18.1.02

Keywords:

pre-service teacher training, mathematics education, systematization of practices

Abstract

The research reports on the gap between the training needs of mathematics teachers and the content of programs to train future teachers. For this reason, a course on the use of technology to teach mathematics is proposed. In this article, systematization is used to account for a view of their own knowledge about practices and the way in which they support the production of knowledge in classroom practices. This knowledge seeks to contribute to the design of a course that aims to train in the use of technology to teach mathematics. The conclusions inform that the methodological design of this course allowed to recognize and to visualize needs of formation and to establish differences between the uses that the pre-service teacher realize to solve mathematical problems and uses with projection to the professional exercise. 

|Abstract
= 406 veces | HTML (ESPAÑOL (ESPAÑA))
= 336 veces| | PDF (ESPAÑOL (ESPAÑA))
= 227 veces|

Downloads

Download data is not yet available.

Author Biographies

Jaime Andrés Carmona-Mesa, Universidad de Antioquia

Master in Education. Professor Faculty of Education, University of Antioquia. Member of the research group MATHEMA-FIEM.

Jesús Victoria Flores Salazar, Pontifical Catholic University of Peru

Doctor and Post-PhD in Mathematical Education. Associate professor.  Department of Science/Mathematics Section, Pontifical Catholic University of Peru. Coordinator of the TecVEM research line of the master’s degree in Mathematics Teaching and Training, IREM-PUCP.  Bibliographic citations: SALAZAR, J.V.F.

Jhony Alexander Villa-Ochoa, Universidad de Antioquia

Doctor of Education. Professor of the Faculty of Education, University of Antioquia. Coordinator of the MATHEMA-FIEM research group and the Colombian Educational-Mathematical Modeling Network. 

References

Artigue, M. (2003). ¿Qué se puede aprender de la investigación educativa en el nivel universitario? Boletín de la Asociación Matemática Venezolana, X (2), p. 207–220.

Borba, M., y Villarreal, M. (2005). Information technology, reorganization of thinking and humans - with - media. Humans-with Media and the Reorganization of Mathematical Thinking, p. 9–27. doi:10.1007/0-387-24264-3_2

Bowers, J. S., & Stephens, B. (2011). Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), p. 285–304. https://doi.org/10.1007/ s10857-011-9168-x.

Carmona-Mesa, J. A., y Villa-Ochoa, J. A. (2017). Necesidades de formación en futuros profesores para el uso de tecnologías. Resultados de un estudio documental. Revista Paradigma, 38 (1), p. 169–185.

Drijvers, P., Ball, L., Barzel, B., Heid, M. K., Cao, Y., y Maschietto, M. (2016). Uses of Technology in Upper Secondary Mathematics Education. Cham: Springer International Publishing. doi: 10.1007/978-3-319-33666-4

Gueudet, G., y Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71 (3), p. 199– 218. doi: 10.1007/s10649-008-9159-8

Kay, R. (2006). Evaluating Strategies Used to Incorporate Technology Into Preservice Education. Journal of Research on Technology in Education, 38 (4), p. 385–410. doi: 10.1080/15391523.2006.10782466

Koehler, M. J., y Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9 (1), p. 60–70.

MEN (1998). Lineamientos Curriculares. Bogotá, Colombia: Ministerio de Educación Nacional.

MEN (2016). Derechos Básicos de Aprendizaje. Bogotá, Colombia: Ministerio de Educación Nacional.

Mejía, M. R. (2012). Sistematización. Una forma de investigar las prácticas y de producción de saberes y conocimientos (Viceminist). La Paz, Bolivia: Ministerio de Educación.

Parra-Zapata, M. M., & Villa-Ochoa, J. A. (2016). Interacciones y contribuciones. Formas de participación de estudiantes de quinto grado en ambientes de modelación matemática. Actualidades Investigativas En Educación,16(3), p. 1–27. https://doi.org/10.15517/aie.v16i3.26084

Pierce, R., & Stacey, K. (2013). Teaching with new technology: four ‘early majority’ teachers. Journal of Mathematics Teacher Education, 16(5), p. 323–347. https://doi.org/10.1007/s10857-012-9227-y

Ponte, J. P. Da, Oliveira, H., y Varandas, J. M. (2002). Development of pre-service mathematics teachers’ professional knowledge and identity in working with information and communication technology. Journal of Mathematics Teacher Education, 5(2), p. 93–115. doi: 10.1023/A:1015892804607

Psycharis, G., & Kalogeria, E. (2017). Studying the process of becoming a teacher educator in technology-enhanced mathematics. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-0179371-5

Radford, L. (2014). On the role of representations and artefacts in knowing and learning. Educational Studies in Mathematics, 85 (3), p. 405–422. doi: 10.1007/s10649-013-9527-x

Rangel, D. (2016). El proceso de Modelación Matemática mediado por los videojuegos (Tesis de maestría). Universidad de Antioquia, Medellín, Colombia.

Richit, A. (2014). Formação de Professores em Tecnologias Digitais: desdobramentos nas práticas escolares em face do Programa Um Computador por Aluno. Uni-Pluri/Versidad, 14 (3), p. 81–93.

Selva, A., y Borba, R. (2014). Uso de la calculadora en los primeros grados de escolaridad. Medellín: Sello Editorial Universidad de Medellín.

Sokhna, M., y Trouche, L. (2015). Formation mathematique des enseignants: quelles mediations documentaires? Recuperado a partir de https://goo.gl/y2YQKY

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., y Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education:A synthesis of qualitative evidence. Computers & Education, 59 (1), 134–144. doi:10.1016/j.compedu.2011.10.009

Thurm, D. (2018). Teacher Beliefs and Practice When Teaching with Technology: A Latent Profile Analysis. In L. Ball, P. Drijvers, S. Ladel, H. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education. ICME-13 Monographs, p. 409–419, Cham: Springer. https://doi.org/10.1007/978-3-319-76575-4_25

Downloads

Published

2018-09-27

How to Cite

Carmona-Mesa, J. A., Salazar, J. V. F., & Villa-Ochoa, J. A. (2018). Use the Cases of Simple Calculators and Video Games in a Teacher Training Course. Uni-Pluriversidad, 18(1), 13–24. https://doi.org/10.17533/udea.unipluri.18.1.02

Issue

Vol. 18 No. 1 (2018)

Section

RESEARCH REPORTS AND UNPUBLISHED ESSAYS

License

Copyright (c) 2018 Universidad de Antioquia

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who have publications in this Journal accept the following terms:

 
  • The content of each article is the responsibility of its authors
  • The author(s) preserve(s) the moral rights over the article and transfer(s) the patrimonial rights to the University of Antioquia, which can publish it or distribute electronic copies, as well as include it in indexing services, directories or national and international Open Access data bases, under the Creative Commons Attribution License (CC BY-NC-ND).
  • The author(s) should sign a declaration of transfer of economic rights to the University of Antioquia, after the acceptance of the manuscript.
  • Authors are allowed and advised to disseminate their work through the Internet (eg, institutional telematic archives or their website) before and during the submission process. That can produce interesting exchanges and increase citations of the published work.
  • The author(s) has (have) the responsibility to arrange and get the necessary permissions to reproduce any material protected by copyright.
 
Crossref
Scopus
Google Scholar
Europe PMC

Most read articles by the same author(s)