Pedagogical design in a case of initial mathematics teacher training
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Keywords
Pedagogical design capacity, Teacher, Mathematics, Resource, Virtual learning object, Initial training
Abstract
A study is presented within the framework of an initial training process for mathematics teachers where the pedagogical design of Virtual Learning Objects (OVA) developed by a group of students from the Mathematics Degree at the Universidad del Valle is characterized. For this purpose, the studies derived from the Didactics Documentary Approach that focus on the Pedagogical Design Capacity were taken as a framework of reference, which includes the skills that a mathematics teacher has to design resources. The research carried out was qualitative and took as a methodological strategy the instrumental study case in which eleven OVA were analyzed. Among the main findings, it was found that the designed OVAs show a dependency when integrating resources already designed. The OVA designs implied that the teachers in training established theoretical references that allow them to determine pedagogical strategies oriented to the formulation of learning objectives, which had a direct relationship with curricular aspects registered in a context that presented a mathematical situation. The OVA design could be a training strategy that would allow teachers in initial training to configure educational resources with learning objectives that take into account curricular aspects, which represent an opportunity to propose contexts where mathematical activity can fit in a different meaning by integrating varied themes.
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Gilbert-Andres Cruz-Rojas, Universidad del Valle, Colombia
Doctor in Education, professor at the School of Education in Sciences, Technologies and Cultures, Universidad del Valle.
Victoria Eugenia Mena Ruiz, Universidad del Valle, Colombia
Student of the Bachelor's Degree in Mathematics at the School of Education in Sciences, Technologies and Cultures, Universidad del Valle.