A Need for a Change in Mathematics Teachers' Education: Discussing Tasks for Developing Interpretive Knowledge
portugues
DOI:
https://doi.org/10.46312/pem.v14i34.12686Keywords:
Interpretive Knowledge. Teacher Training. Fraction.Abstract
Teachers' knowledge is considered to be specialized, both in terms of content knowledge and pedagogical content knowledge. Assuming that each professional area requires specific knowledge, teacher education should be concerned with the specificities of such professional knowledge in order to train professionals. Aiming students understanding, teacher's should consider what students already know and how they know it as a starting point for discussion. Doing so requires a specialized mathematical knowledge which is called Interpretative Knowledge. In this paper we discuss the need and importance for a change of focus in teachers' education in order to allow teacher education to contribute for teachers’ mathematical practices focusing on developing students mathematical understanding. To this end, we present and discuss a task for teacher education conceptualized for developing (prospective) teachers' Interpretative Knowledge in the scope of fractions.
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