Assumptions about knowledge construction, knowledge transmission and the nature of mathematics always underlie any teaching practice even if often unconsciously. In the paper we explain our theoretical assumptions about these cognitive and epistemological issues and derive from them a “model” of teacher. Finally we discuss why and how participation in a modelization process can constitute a suitable strategy for disciplinary and professional training of future teachers conforming to the model.
Forming Teachers as Resonance Mediators / Guidoni, Paolo; Iannece, Donatella; Tortora, Roberto. - In: PROCEEDINGS OF THE PME CONFERENCE. - ISSN 0771-100X. - STAMPA. - 3:(2005), pp. 73-80. (Intervento presentato al convegno 29th Conference of the International Group for the Psychology of Mathematics Education tenutosi a MELBOURNE nel LUGLIO 2005).
Forming Teachers as Resonance Mediators
GUIDONI, PAOLO;IANNECE, DONATELLA;TORTORA, ROBERTO
2005
Abstract
Assumptions about knowledge construction, knowledge transmission and the nature of mathematics always underlie any teaching practice even if often unconsciously. In the paper we explain our theoretical assumptions about these cognitive and epistemological issues and derive from them a “model” of teacher. Finally we discuss why and how participation in a modelization process can constitute a suitable strategy for disciplinary and professional training of future teachers conforming to the model.| File | Dimensione | Formato | |
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