Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers
Descripción del Articulo
This essay suggests that when an elementary school teacher has an instrumental understanding of the mathematical content, they rely on arbitrary procedures or “shortcuts” to teach. In other words, they resort to mechanical steps to solve problems or operations, often oversimplifying the underlying c...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2024 |
| Institución: | Pontificia Universidad Católica del Perú |
| Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
| Lenguaje: | español |
| OAI Identifier: | oai:revistaspuc:article/29666 |
| Enlace del recurso: | http://revistas.pucp.edu.pe/index.php/educacion/article/view/29666 |
| Nivel de acceso: | acceso abierto |
| Materia: | Primary teacher education Mathematics Education Primary Education Knowledge of Topics Formación de docentes de primaria Enseñanza de las matemáticas Enseñanza primaria Conocimiento de los temas Formação de professores do ensino fundamental Ensino de matemática Ensino fundamental Conhecimento dos temas |
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Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers Reflexiones sobre el uso de artificios y el conocimiento especializado del contenido matemático de docentes del nivel primaria Reflexões sobre o uso de artifícios e o conhecimento especializado em matemática de professores do ensino fundamental |
| title |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers |
| spellingShingle |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers Dávila Vargas, Kelly Jennifer Primary teacher education Mathematics Education Primary Education Knowledge of Topics Formación de docentes de primaria Enseñanza de las matemáticas Enseñanza primaria Conocimiento de los temas Formação de professores do ensino fundamental Ensino de matemática Ensino fundamental Conhecimento dos temas |
| title_short |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers |
| title_full |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers |
| title_fullStr |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers |
| title_full_unstemmed |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers |
| title_sort |
Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachers |
| dc.creator.none.fl_str_mv |
Dávila Vargas, Kelly Jennifer Garay Ramírez, Sthefani Elena |
| author |
Dávila Vargas, Kelly Jennifer |
| author_facet |
Dávila Vargas, Kelly Jennifer Garay Ramírez, Sthefani Elena |
| author_role |
author |
| author2 |
Garay Ramírez, Sthefani Elena |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Primary teacher education Mathematics Education Primary Education Knowledge of Topics Formación de docentes de primaria Enseñanza de las matemáticas Enseñanza primaria Conocimiento de los temas Formação de professores do ensino fundamental Ensino de matemática Ensino fundamental Conhecimento dos temas |
| topic |
Primary teacher education Mathematics Education Primary Education Knowledge of Topics Formación de docentes de primaria Enseñanza de las matemáticas Enseñanza primaria Conocimiento de los temas Formação de professores do ensino fundamental Ensino de matemática Ensino fundamental Conhecimento dos temas |
| description |
This essay suggests that when an elementary school teacher has an instrumental understanding of the mathematical content, they rely on arbitrary procedures or “shortcuts” to teach. In other words, they resort to mechanical steps to solve problems or operations, often oversimplifying the underlying concepts. Based on the Mathematical Knowledge for Teaching framework proposed by Ball et al. (2008) and the Knowledge of Topics (KoT) proposed by Carrillo-Yañez et al. (2018), this essay delves into the domains of knowledge involved in teaching mathematics, emphasizing the specialized content knowledge domain. This domain goes beyond merely solving problems or executing operations accurately; it implies a profound comprehension of the underlying mathematical concepts and their interconnectedness. Through the analysis of some “shortcuts” used by elementary school teachers, the authors seek to promote reflections on the importance of specialized content knowledge in teacher education. |
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2024 |
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2024-09-26 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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http://revistas.pucp.edu.pe/index.php/educacion/article/view/29666 10.18800/educacion.202402.E003 |
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http://revistas.pucp.edu.pe/index.php/educacion/article/view/29666 |
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10.18800/educacion.202402.E003 |
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spa |
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spa |
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http://revistas.pucp.edu.pe/index.php/educacion/article/view/29666/26753 |
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http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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Pontificia Universidad Católica del Perú |
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Pontificia Universidad Católica del Perú |
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Educación; Vol. 33 Núm. 65 (2024); 213-239 2304-4322 1019-9403 reponame:Revistas - Pontificia Universidad Católica del Perú instname:Pontificia Universidad Católica del Perú instacron:PUCP |
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Revistas - Pontificia Universidad Católica del Perú |
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Reflections on the use of arbitrary procedures and the specialized mathematical content knowledge of elementary school teachersReflexiones sobre el uso de artificios y el conocimiento especializado del contenido matemático de docentes del nivel primariaReflexões sobre o uso de artifícios e o conhecimento especializado em matemática de professores do ensino fundamentalDávila Vargas, Kelly JenniferGaray Ramírez, Sthefani ElenaPrimary teacher educationMathematics EducationPrimary EducationKnowledge of TopicsFormación de docentes de primariaEnseñanza de las matemáticasEnseñanza primariaConocimiento de los temasFormação de professores do ensino fundamentalEnsino de matemáticaEnsino fundamentalConhecimento dos temasThis essay suggests that when an elementary school teacher has an instrumental understanding of the mathematical content, they rely on arbitrary procedures or “shortcuts” to teach. In other words, they resort to mechanical steps to solve problems or operations, often oversimplifying the underlying concepts. Based on the Mathematical Knowledge for Teaching framework proposed by Ball et al. (2008) and the Knowledge of Topics (KoT) proposed by Carrillo-Yañez et al. (2018), this essay delves into the domains of knowledge involved in teaching mathematics, emphasizing the specialized content knowledge domain. This domain goes beyond merely solving problems or executing operations accurately; it implies a profound comprehension of the underlying mathematical concepts and their interconnectedness. Through the analysis of some “shortcuts” used by elementary school teachers, the authors seek to promote reflections on the importance of specialized content knowledge in teacher education.Este ensayo plantea que, cuando un docente de primaria posee una comprensión instrumental del contenido matemático, recurre a artificios para enseñar; es decir, utiliza procedimientos mecánicos para resolver problemas u operaciones matemáticas, simplificando los conceptos involucrados en la resolución. Sobre la base del marco del conocimiento matemático para la enseñanza propuesto por Ball et al. (2008) y el conocimiento de los temas (KoT) propuesto por Carrillo-Yañez et al. (2018), se describen los dominios de conocimientos implicados en la enseñanza de las matemáticas, en particular el conocimiento especializado del contenido matemático. Este no solo permite resolver un problema o realizar una operación correctamente, sino que implica comprender a profundidad las nociones matemáticas que subyacen y las conexiones entre estas. A través del análisis de algunos artificios, las autoras buscan promover la reflexión sobre la importancia del conocimiento especializado del contenido matemático en la formación docente.Este artigo argumenta que, quando um professor do ensino fundamental possui uma compreensão instrumental do conteúdo matemático, ele recorre a artifícios para ensinar, ou seja, utiliza procedimentos mecânicos para resolver problemas ou operações matemáticas, simplificando excessivamente os conceitos envolvidos na resolução. Com base no modelo do Conhecimento Matemático para o Ensino proposto por Ball et al. (2008) e no Conhecimento de Tópicos (KoT) proposto por Carrillo-Yañez et al. (2018), são descritos os domínios de conhecimento envolvidos no ensino de matemática, em particular o conhecimento especializado do conteúdo matemático. Esse conhecimento não apenas permite resolver um problema ou realizar uma operação corretamente, mas também implica uma compreensão profunda das noções matemáticas subjacentes e das conexões entre elas. Por meio da análise de alguns artifícios, as autoras buscam promover a reflexão sobre a importância do conhecimento especializado do conteúdo matemático na formação de professores.Pontificia Universidad Católica del Perú2024-09-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/educacion/article/view/2966610.18800/educacion.202402.E003Educación; Vol. 33 Núm. 65 (2024); 213-2392304-43221019-9403reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/educacion/article/view/29666/26753http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:revistaspuc:article/296662024-09-26T19:42:15Z |
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13.325717 |
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
