0.903
IF
1.06
CiteScore
0.510
SJR
1.062
SNIP
 
 

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

Adriana Breda 1,  
 
1
Universidad de Los Lagos
2
Exact Sciences, Universidad de Los Lagos
3
Universitat de Barcelona
Eurasia Journal of Mathematics, Science & Technology Education 2017;13(6):1893–1918
Publish date: 2017-06-15
KEYWORDS:
TOPICS:
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.

CORRESPONDING AUTHOR:
Luis Roberto Pino-Fan   
Exact Sciences, Universidad de Los Lagos, Av. República 517, Satiago, Chile., Universidad de Los Lagos, 8370341 Santiago, Chile
eISSN:1305-8223
ISSN:1305-8215