Towards a transformative education of future teachers of mathematics: research advances from the Realistic-Reflexive model
DOI:
https://doi.org/10.17533/udea.unipluri.19.2.05Keywords:
mathematics education, professional development, professional identity, realistic-reflective learning, preservice teachersAbstract
This article presents from an analytical, interpretative and critical perspective, the results of different studies that evidence advances in research about preservice mathematics teachers’ training from a realistic-reflective model. Specifically, four studies are presented on design, application and analysis of episodes from this model. They include a training cycle; different resources and teaching strategies to promote deconstruction of preservice mathematics teachers’ intuitive knowledge which can be an obstacle to their professional development; identifying self-regulation marks that allow deconstructing and co-constructing and reconstructing professional knowledge and; as a synthesis of the preliminary studies, the description of a transformative model of the professional competence that preservice mathematics teachers develop.
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