A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks
Rocío Toscano 1 * , José María Gavilán-Izquierdo 1, Victoria Sánchez 1
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1 Departamento de Didáctica de las Matemáticas, Universidad de Sevilla, SPAIN* Corresponding Author


From a commognitive approach, this article focuses on the discourse generated by pre-service primary teachers who are solving didactic-mathematical tasks. Our aims are to study the characteristics of the aforementioned discourse and, through these characteristics, identify whether a discourse close to the one of primary teachers is beginning to emerge. The sources of data were audio-recordings of group discussions and group reports. Two different discourses were identified in our results. One is the discourse generated by pre-service teachers when adopt the role of students of any level who have to solve a task proposed in the classroom. The other discourse is linked to the adoption of a role close to their future professional work. If we consider that the acquisition of a specific discourse enables future teachers to integrate into the community of practice of primary teachers, the role of the different discourses becomes a relevant element in teacher education.


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 15, Issue 11, November 2019, Article No: em1762


Publication date: 09 May 2019

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