Train as a Math Teacher: Creative and Proactive Process of Professional Development

  • José Villella Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina. https://orcid.org/0000-0002-2834-2809
  • Gema Fioriti Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina.
  • Rosa Ferragina Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina. https://orcid.org/0000-0001-6684-305X
  • Fernando Bifano Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina. https://orcid.org/0000-0001-5925-5794
  • Leonardo Lupinacci Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina. https://orcid.org/0000-0003-1123-1739
  • Alejandra Almirón Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina. https://orcid.org/0000-0001-5146-5738
  • Victoria Güerci Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina. https://orcid.org/0000-0002-0189-9914
  • Susana Ammann Center for Studies in Specific Didactics. Research Laboratory in Human Sciences. National University of San Martín-National Coun-cil for Scientific and Technical Research. Buenos Aires. Argentina.
Keywords: specialized knowledge, didactics of mathematics, professional teacher development

Abstract

In this article we share a study on a professional development training program for math teachers. It is presented as innovative as it focuses on the reflection on the practice of teaching through the raising and solution of professional problems. We define professional problems, such as those teaching situations to which the teacher seeks solutions. We demonstrate with excerpts from working sessions that these solutions are nourished by the reflection on the practice they are trying to modify. They are, as a whole, indicators of specialized knowledge that characterize a professional of teaching mathematics.
Published
2021-07-24
How to Cite
Villella, J., Fioriti, G., Ferragina, R., Bifano, F., Lupinacci, L., Almirón, A., Victoria Güerci, & Susana Ammann. (2021). Train as a Math Teacher: Creative and Proactive Process of Professional Development. Social Education Research, 2(2), 241-255. https://doi.org/10.37256/ser.222021894