Publication: Diseño de juegos para el abordaje de lugares geométricos en la formación inicial de profesores de primaria
Authors
Milani, Celina ; Scaglia, Sara ; Kiener, Fabiana
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v34i2.77674
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info:eu-repo/semantics/article
Description
Abstract
Durante la formación inicial del profesor de educación primaria, se debe proporcionar la oportunidad para que los estudiantes desarrollen conocimientos que les permitan intervenir de modo efectivo y pertinente en la formación matemática de los niños. Con ese propósito, se lleva a cabo un estudio de caso con un grupo de futuros profesores, con
el objetivo de promover una reflexión didáctica y matemática sobre el diseño de actividades lúdicas que posibiliten el surgimiento de lugares geométricos. Los resultados mostraron que si bien las situaciones
permitieron reflexionar acerca de los elementos que determinan dos lugares geométricos (circunferencia y bisectriz), no cumplieron los principios básicos a tener en cuenta durante la estructuración y aplicación de actividades lúdicas. Por esa razón, se propone dedicar espacios para abordar la noción de juego didáctico y sus características durante la formación inicial de docentes de primaria
During the initial training of the primary education teacher, the opportunity should be provided for students to develop skills that will enable them to intervene effectively and meaningfully in the children’s mathematical training. For this purpose, a case study is carried out with a group of future teachers, with the aim of promoting a didactic and mathematical reflection on the design of playful situations that allow the emergence of loci. Even though the results showed that the situations made possible to reflect on the elements that determine two loci (circumference and bisector), they did not comply with the basic principles to be taken into account during the structuring and implementation of playful activities. For this reason, it is proposed to dedicate spaces to address the notion of didactic play and its characteristics during the initial training of primary teachers
During the initial training of the primary education teacher, the opportunity should be provided for students to develop skills that will enable them to intervene effectively and meaningfully in the children’s mathematical training. For this purpose, a case study is carried out with a group of future teachers, with the aim of promoting a didactic and mathematical reflection on the design of playful situations that allow the emergence of loci. Even though the results showed that the situations made possible to reflect on the elements that determine two loci (circumference and bisector), they did not comply with the basic principles to be taken into account during the structuring and implementation of playful activities. For this reason, it is proposed to dedicate spaces to address the notion of didactic play and its characteristics during the initial training of primary teachers
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Citation
Revista interuniversitaria de formación del profesorado, V. 34, N. 95 (2), 2020
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