Explorando el cambio en el discurso matemático del profesor mediante una trayectoria hipotética de aprendizaje

Martha Leticia García Rodríguez; Juan Gabriel Herrera Alva

doi:10.31637/epsir-2024-759

Authors

Martha Leticia García Rodríguez National Polytechnic Institute https://orcid.org/0000-0003-2435-1334
Juan Gabriel Herrera Alva National Autonomous University of Mexico

DOI:

https://doi.org/10.31637/epsir-2024-759

Keywords:

mathematical discourse, analytical scaffolding, social scaffolding, hypothetical learning trajectories, actual learning trajectories, pedagogical strategies, reflective learning, discourse change

Abstract

Introduction: The aim of this paper is to identify characteristics of mathematical discourse in the classroom after the design and during the implementation of a teacher's hypothetical learning trajectory (HLT). Methodology: For the data analysis, a method of data triangulation was used that included analysis of video transcripts, reports of observations made by the researchers, questionnaires, interviews and the design of the HLT. Teacher-student interactions were coded according to teacher-student communication flow; teacher-class. Results: From class one to class two a shift in vertical information flow from individual to group and a better balance between analytical and social scaffolding was identified. Discussion: The design of the HLT favored the teacher's reflection, who expressed characteristics of his class, which coincides with the purposes of the design of an HLT. Conclusions: The study can be useful for the teacher's self-assessment of the characteristics and effectiveness of his teaching, the importance of prior reflection on what can happen in the classroom, including the difficulties of the students, which will allow him to have elements to respond to these situations.

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Author Biographies

Martha Leticia García Rodríguez, National Polytechnic Institute

PhD in Science in the area of Educational Mathematics from the Center for Research and Advanced Studies of the IPN (CINVESTAV). Research Professor at the Center for Research in Applied Science and Advanced Technology of the National Polytechnic Institute, Mexico. She is currently coordinator of the master's and doctorate programs in Educational Mathematics at the same Center. She has participated as a lecturer in Forums, Congresses, Symposiums and Workshops, and as an author in research articles and book chapters. She has directed research projects related to the use of digital technologies. Areas of interest: mathematical reasoning of students during problem solving, as well as mathematical reasoning in virtual environments, which is her current line of research.

Juan Gabriel Herrera Alva, National Autonomous University of Mexico

PhD in Sciences with a focus on Mathematics Education from the Center for Research and Advanced Studies of the IPN (CINVESTAV). He is currently conducting a postdoctoral fellowship at the National Polytechnic Institute/CICATA. He is a member of the Mathematics Department at the Faculty of Sciences at UNAM, where he serves as a Senior Professor. He has supervised thesis work and has participated as a speaker at prestigious international conferences in the field of Mathematics Education, such as the European Society for Research in Mathematics Education (CERME) and the Psychology of Mathematics Education of North America (PME-NA). He has three publications in the field of logical reasoning in Calculus and Analysis.

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