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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| 發表在: | Education Sciences vol. 15, no. 6 (2025), p. 653-665 |
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MDPI AG
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| 024 | 7 | |a 10.3390/educsci15060653 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Fiorentino, Michele Giuliano | |
| 245 | 1 | |a Learning the Mathematical Discussion (MD) Pedagogical Model in and from Practice: The Professional Development of Mathematics Teachers in a Technological Environment | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Polyphony | ||
| 653 | |a Instructional design | ||
| 653 | |a Mediators | ||
| 653 | |a Professional development | ||
| 653 | |a Teacher education | ||
| 653 | |a Mathematics education | ||
| 653 | |a Task analysis | ||
| 653 | |a Classrooms | ||
| 653 | |a Hypotheses | ||
| 653 | |a Knowledge | ||
| 653 | |a Semiotics | ||
| 653 | |a Learning | ||
| 653 | |a Teacher Role | ||
| 653 | |a Teacher Effectiveness | ||
| 653 | |a Learning Activities | ||
| 653 | |a Research Projects | ||
| 653 | |a Educational Practices | ||
| 653 | |a Student Role | ||
| 653 | |a Elementary Education | ||
| 653 | |a Research Design | ||
| 653 | |a Mathematics Teachers | ||
| 653 | |a Mathematics Activities | ||
| 653 | |a Classroom Techniques | ||
| 653 | |a Educational Experiments | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Teaching (Occupation) | ||
| 653 | |a Data Analysis | ||
| 653 | |a Literary Devices | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a Linguistic Theory | ||
| 653 | |a Synthesis | ||
| 700 | 1 | |a Montone Antonella | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 6 (2025), p. 653-665 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3223901141/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3223901141/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3223901141/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |