Using a hypothetical learning trajectory to propose instructional activities
To decide on how to on a teaching-learning situation has been identified as the most difficult of the three skills that make up the competence of noticing student’s mathematical understanding. In this study 95 pre-service primary school teachers solved a task in which they had to propose a learning...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universitat Autònoma de Barcelona
2020-11-01
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| Series: | Enseñanza de las Ciencias |
| Subjects: | |
| Online Access: | https://ensciencias.uab.es/article/view/2947 |
| Summary: | To decide on how to on a teaching-learning situation has been identified as the most difficult of the three skills that make up the competence of noticing student’s mathematical understanding. In this study 95 pre-service primary school teachers solved a task in which they had to propose a learning objective and activities to support this development of the understanding the meaning of fraction as part-whole using as a reference a hypothetical learning trajectory. Results suggest that the hypothetical learning trajectory helped pre-service teachers propose activities focused on students’ understanding of how to use the mathematical elements that articulate the hypothetical learning trajectory. |
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| ISSN: | 0212-4521 2174-6486 |