Percepciones de formadoras de profesores en Estudio de Clases sobre sentido numérico
DOI:
https://doi.org/10.21703/rexe.v24i54.2763Keywords:
formador de profesores, enseñanza de las matemáticas, plan de clase, conocimientos aritméticos, programas de desarrolloAbstract
This research aimed to explore the perceptions of five mathematics teacher educators about the Lesson Study process related to number sense, both in the effectiveness of the process and in teacher knowledge, self-efficacy, and expectations. The creation of an online community of practice of educators of future mathematics teachers from various Chilean universities should be created, through the formation of a Lesson Study group, whose purpose was to promote the development of number sense. The results indicate that the eight sessions of the Lesson Study process allowed the educators to positively perceive the improvement in the increase in their knowledge, self-efficacy, expectations about the students, and the effectiveness of the process. The reflections of the group complement the assessment of collaboration and professional learning, with the Lesson Study process and practice being a valuable tool to improve their teaching practice in the training of future teachers who will teach mathematics.
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