Article

Significados y usos de la noción de objetivo en la formación inicial de profesores de matemáticas

Investigación en educación matemática XII, 2008-01-01, ISBN 978-84-934488-9-9 01/2008;
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ABSTRACT En este trabajo caracterizamos el aprendizaje del futuro profesor de matemáticas sobre la noción de objetivo. Hemos llevado a cabo la investigación en un plan de formación inicial de carácter funcional en el que es preciso transformar nociones didácticas en instrumentos útiles a la práctica profesional del profesor. Interpretamos el aprendizaje tomando como referencia la mediación instrumental. Las herramientas conceptuales y metodológicas que utilizamos captan esta idea al utilizar tres dimensiones que llamamos significado, uso técnico y uso práctico de una noción didáctica. Concluimos que el proceso de aprendizaje de la noción de objetivo no sigue la secuencia promovida en la instrucción sino que muestra una gran complejidad de relaciones entre esas tres dimensiones. In this paper, we characterize future teachers� learning of the notion of learning goal. We developed our research in the context of a functional teacher-training program in which future teachers are expected to transform a set of didactical notions into instruments that could be useful in the teaching practice. We assume an instrumental mediation view of learning and propose conceptual and methodological tools for exploring learning processes organized around three dimensions that we call meaning, technical use and practical use of a didactical notion. We found that the learning process of the notion of learning goal does not follow the sequence promoted by instruction. It is more complex when described in terms of the relationships among these three dimensions.

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