Bibliographic Details
| Title: |
DESARROLLO PROFESIONAL DEL PROFESORADO DE MATEMÁTICAS DE EDUCACIÓN INFANTIL Y PRIMARIA: CONTRIBUCIONES DE UN CURSO DE FORMACIÓN CONTINUA SOBRE EL SENTIDO ALGEBRAICO. |
| Alternate Title: |
PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS OF EARLY CHILDHOOD AND PRIMARY EDUCATION: CONTRIBUTIONS OF AN IN-SERVICE TRAINING PROGRAMME ON ALGEBRAIC SENSE. |
| Authors: |
Pincheira, Nataly1 nataly.pincheira@udg.edu, Alsina, Ángel1 angel.alsina@udg.edu, Acosta, Yeni1 yeni.acosta@udg.edu |
| Source: |
Contextos Educativos. 2025, Issue 35, p87-115. 29p. |
| Subject Terms: |
*Career development, *Early childhood education, *Employee training, *Mathematics teachers, *Teacher educators |
| Abstract (English): |
The objective of this article is to investigate the professional development of early childhood and primary eduction mathematics teachers based on the design and implementation of a continuing education programme on algebraic sense. This programme is structured in eight monthly two-hour sessions, in which activities and challenges are presented in line with the main curricular lines (relations, patterns, change, algebraic language and computational thinking) and is implemented based on the realist-reflexive training model. A qualitative methodology based on a multiple case study was adopted, with the participation of 13 in-service early childhood and primary education teachers. Data collection is carried out through participant observation, recording the teachers' interactions and reflections. These data are analysed using the technique of content analysis with a deductive approach, based on previously defined categories related to self-regulation markers emerging from the literature. The results reveal that the programme has promoted: a) processes of deconstruction of teachers' previous experiences, beliefs and disciplinary and pedagogical knowledge about algebraic meaning that can hinder professional development; and b) processes of co-construction and reconstruction about the nature of algebraic sense, showing an evolution in the critical understanding of this meaning. This evolution was evidenced in the transformation of a perception centred on symbolism towards a functional conception that prioritizes generalization and mathematical reasoning in the early stages of education. It is concluded that the inservice training programme proved to be effective in boosting teachers' professional development by providing participants with practical and theoretical tools that enhance the teaching of algebra at basic levels. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El objetivo de este artículo es indagar en torno al desarrollo profesional del profesorado de matemáticas de infantil y primaria a partir del diseño e implementación de un curso de formación continua sobre el sentido algebraico. Dicho curso se estructura en ocho sesiones mensuales de dos horas, en las que se presentan actividades y retos alineados con las principales líneas curriculares (relaciones, patrones, cambio, lenguaje algebraico y pensamiento computacional) y se implementa a partir del modelo de formación realista-reflexivo. Se adopta una metodología cualitativa basada en un estudio de casos múltiples, donde participan 13 docentes de infantil y primaria en activo. La recogida de datos se lleva a cabo mediante observación participante, registrando las interacciones y reflexiones de los docentes. Estos datos se analizan utilizando la técnica de análisis de contenido con un enfoque deductivo, basado en categorías previamente definidas y relacionadas con marcas de autorregulación que emergen de la literatura. Los resultados revelan que el curso ha promovido: a) procesos de deconstrucción de experiencias, creencias y conocimientos disciplinares y didácticos previos de los docentes sobre el sentido algebraico que pueden obstaculizar el desarrollo profesional; y b) procesos de co-construcción y reconstrucción sobre la naturaleza del sentido algebraico, observándose una evolución en la comprensión crítica de este sentido. Dicha evolución se evidenció en la transformación de una percepción centrada en el simbolismo hacia una concepción funcional que prioriza la generalización y el razonamiento matemático en las primeras etapas educativas. Se concluye que el curso de formación continua demostró ser eficaz para impulsar el desarrollo profesional docente, al dotar a los participantes de herramientas prácticas y teóricas que potencian la enseñanza del álgebra en niveles básicos. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
