Relaciones teóricas en el ETM idóneo efectivo de profesores de Educación Secundaria

Abstract

Recent research highlights the need to connect teachers’ mathematical work with existing theoretical models. Thus, the present study pays attention to theoretical relationships of mathematical work in the classroom of secondary education teachers, with emphasis on the teaching of geometry, supported by the theory of Mathematical Working Spaces (MWS). The methodology is based on a sequential mixed approach. In a first phase, of a quantitative nature, an analysis of categorical variables is carried out, considering a sample of 63 teachers, which allows analyzing the relationships between theoretical components of the MWS and the design of tasks. Then, in a qualitative phase, a teacher is interviewed, as a representative case, to delve into these relationships. The results allow us to show interpretations about the relationships between theoretical components in the MWS of the participating teachers based on empirical evidence. Finally, theoretical relationships can be considered in future research for the assessment of teachers’MWS, the design of tasks, or for research focused on teaching.