Experimento de enseñanza como una aproximación metodológica a la investigación en Educación Matemática

Melania Bernabeu; Mar Moreno; Salvador Llinares

doi:10.17533/udea.unipluri.19.2.07

Authors

Melania Bernabeu University of Alicante https://orcid.org/0000-0001-7121-5795
Mar Moreno University of Alicante https://orcid.org/0000-0002-6687-091X
Salvador Llinares University of Alicante https://orcid.org/0000-0002-0801-316X

DOI:

https://doi.org/10.17533/udea.unipluri.19.2.07

Keywords:

teaching experiment, primary education, hypothetical learning trajectory, concept of polygon

Abstract

Teaching experiment is a useful methodological approach in mathematics education research to study how students learn. The objective of this article is to present the characteristics of this methodological approach, through the development of a teaching experiment in a third grade of primary education with 9-year-old students. This teaching experiment is aimed at supporting the learning about the concept of polygon. We exemplify the characteristics of this approach in mathematics education research by underlining (i) use of theories about learning in the design of activities, and (ii) diverse information sources that provide a triangulation of inferences that can emerge. Finally, possible uses of the practice records derived from teaching experiments for teacher training are noted.

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Author Biographies

Melania Bernabeu, University of Alicante

Predoctoral Researcher in the Department of Innovation and Didactic Training of the University of Alicante (Spain). https://n9.cl/5woxi

Mar Moreno, University of Alicante

Department of Innovation and Didactic Training, University of Alicante.

Salvador Llinares, University of Alicante

Department of Innovation and Didactic Training, University of Alicante. https://n9.cl/j9pf

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