Factors that support or limit changes in student conceptions for the mathematics teacher on the management of the teaching-learning process

Authors

  • Luis Ángel Bohórquez Arenas Universidad Distrital Francisco José de Caldas
  • Bruno D'Amore Universidad de Bologna

DOI:

https://doi.org/10.35763/aiem.v0i13.228

Keywords:

Concepciones, formación de profesores, cambio de concepciones, gestión, conocimiento del profesor

Abstract

The question under what conditions are changes in beliefs and conceptions of the teacher, formulated more than a decade ago by Pehkonen (2006), still remains in force. The research presented aims to identify changes in the conceptions about the management of the teaching-learning process of students for teachers participating in a teaching experiment. The results have allowed us to identify a change in conceptions given by the increase in the number and type of activities that students consider as part of the management of the teaching-learning process. This result is linked to elements of the course (management of the tenured professor and the type of tasks) as factors that support change in student conceptions, while their experiences and their conception of problem solving that limit such changes.

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Published

2018-05-04

How to Cite

Bohórquez Arenas, L. Ángel, & D’Amore, B. (2018). Factors that support or limit changes in student conceptions for the mathematics teacher on the management of the teaching-learning process. Advances of Research in Mathematics Education, (13), 85–103. https://doi.org/10.35763/aiem.v0i13.228

Issue

No. 13 (2018)

Section

Artículos

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