The research problem addressed in this paper is the visualization of the essential elements of the mathematical activity arising during classroom practice (definitions, properties, mathematical processes, etc.). We provide a tool for this purpose that displays these elements in the form of a graphic, and apply it to the study of the commonalities and differences in three different classes by diffe-rent teachers in the same institution, year and school level when they teach the bisector. The results permit to infer further aspects of mathematical knowledge in the teaching practice.
|Journal||Ensenanza de las Ciencias|
|Publication status||Published - 1 Jan 2013|
- Analysis of practice
- Mathematics teaching knowledge
- Primary mathematics education