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Learning the Mathematical Discussion (MD) Pedagogical Model in and from Practice: The Professional Development of Mathematics Teachers in a Technological Environment

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Publicado en:Education Sciences vol. 15, no. 6 (2025), p. 653-665
Autor principal: Fiorentino, Michele Giuliano
Otros Autores: Montone Antonella
Publicado:
MDPI AG
Materias:
Teaching
Pedagogy
Students
Polyphony
Instructional design
Mediators
Professional development
Teacher education
Mathematics education
Task analysis
Classrooms
Hypotheses
Knowledge
Semiotics
Learning
Teacher Role
Teacher Effectiveness
Learning Activities
Research Projects
Educational Practices
Student Role
Elementary Education
Research Design
Mathematics Teachers
Mathematics Activities
Classroom Techniques
Educational Experiments
Pedagogical Content Knowledge
Teaching (Occupation)
Data Analysis
Literary Devices
Mathematical Concepts
Linguistic Theory
Synthesis
Acceso en línea:Citation/Abstract
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Resumen:On the basis of the hypothesis that has emerged from recent research studies, this article discusses the new pedagogical training model for primary school pre-service teachers (PSTs), namely the Meta Discussion on a Pedagogical model (MDPm). The study was conducted with 400 PSTs enrolled in a primary education mathematics course. The MDPm is a collective discussion involving PSTs and their facilitator about the prior teaching experience based on a Mathematical Discussion (MD) model. In this article we try to give a more detailed definition of MDPm by analyzing different examples drawn from a collection of data gathered in the frame of different teacher training experiments. The results indicate that engaging PSTs in both a direct MD and a subsequent reflective meta-discussion leads to enhanced awareness of the teacher’s role and a more robust conceptualization of the MD model. These experiments aimed to help future teachers recognize the characteristics of their instructional actions within a pedagogical model, engaging them actively in their training, in and from practice. In this setting, PSTs assumed a dual role as both students and future teachers. The research has been conducted in a technological environment, which assumed a fundamental role in supporting the processes involved in the teaching experiment. The examples are analyzed through a specific lens aimed at identifying key elements supporting and refining the MDPm, with the aim of more precisely characterizing it.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060653
Fuente:Education Database