In-service mathematics teachers' use schemes using problems like an educational resource

GAZZOLA, M. P.; OTERO, M. R.

Florencia

Conferencia; Disciplinary and trans-disciplinary knowledge and skills for an uncertain future: Are educational media up to it?; 2022

INDIRE (L?Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa )

The selection of resources is fundamental in the teacher's work, because the quality of the mathematical activity developed in their classrooms depends on it. In the traditional teaching -still dominant- knowledge is treated as unquestionable and self-evident when teachers choose an assignment. Questioning knowledge to be taught would be fundamental to enhance and extend the mathematical activity underlying the selected resources. This research aims to investigate teachers' use schemes related to resources appearing from textbooks and the curriculum. We try to promote the knowledge questioning and actions linked to the questioning paradigm of teaching. (Chevallard, 2013; Otero, Llanos 2019). The instrumental approach (Rabardel, 1995) and Vergnaud's (1990, 2013) notion of schema are used to identify, describe and analyze the use schemas of a group of in-service mathematics teachers while they employed educational resources like elementary problems. As it was stated by Vergnaud (2013) the operational invariants (OI) are methodologically, the most direct way to access to people’s schemes.