Teaching math training of the counselor as research problem
DOI:
https://doi.org/10.7203/relieve.3.2.6339Keywords:
Teaching, Mathematics, counselorAbstract
In this work are the conclusions of the pilot study, like the first stage of a research project that have the objective of study and analyse the formative curriculum of the careers advisers from the perspective of the mathematical education. In this study, we have tried to detect the kind of activities and strategies that can be significant to fall upon in the ways to aproximate to the education and learning problems of the mathematics from their position of educational careers advisers.References
D’Ambrosio, U. (a): Etnomathematics and its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5, nº 1, pp. 44-48.Montreal.
D'Ambrosio, U. (1994). Cultural framing of mathematics teaching and learning. En: R. Biehler, R.W. Scholz, R.Straser y B. Winkelmann (Eds.), Didactics of Mathematics as a Scientific Discipline (pp. 443-455). Dordrecht: Kluwer A. P.
BISHOP, A. (1988c): Mathematics Education in Its Cultural Context. En A. Bishop, (Ed.) Matematics education and culture. Londres: Kluwer Academic Publishers.
http://dx.doi.org/10.1007/978-94-017-2209-4_4
Bishop, A. J. (1994). Cultural conflicts in Mathematics Education: Developing a research agenda. For the Learning of Mathematics, 14, 2, pp. 15-18.
Borba, M. C. (1990). Ethnomathematics and Education. For the Learning of Mathematics, 10, 1, Febrero, pp. 39-43.
EISENHART, M. A. (1988). The Ethnographic research tradition and Mathematics education research. Journal for Research in Mathematics Education. 19, 2, pp. 99-114. http://dx.doi.org/10.2307/749405
Gerdes, P. (1993). Survey of current work on Ethnomatematics. Reunión anual de la American Association for the Advancement of Science. Boston.
Lakatos, I. (1981). Matemáticas, ciencia y epistemología. Madrid: Alianza Universidad.
Oliveras, M. L. y grupo ALGABAR (1992). La connaissance mathématique et les contextes artisanaux. En I.C.M.E. VII.Québec. p. 278.
Oliveras, M. L. (1995). Etnomatemáticas. Formación de profesores e innovación curricular. Editorial COMARES. Granada. ISBN 84-8151-241-9.
Popkewitz, T. S. (1988). Institutional Issues in the Study of School Mathematics: Curriculum Research. En A. Bishop (Ed.) Mathematics education and Culture. Londres: Kluwer Ac. Pub.
Toulmin, S. (1977). El uso colectivo y la evolución de los conceptos. Madrid: Alianza.
White, L.A. (1976). El lugar de la realidad matemática: una referencia histórica. En J.R. Newman (Comp.) Sigma. El mundo de las matemáticas. V. 6. Barcelona: Grijalbo.
Wilder, R. (1986). The cultural basis of mathematics. En T. Tymoczko. New directions in the philosophy of mathematics. pp 185-199.
Wittgenstein, L. (1980). Tractatus Logico-Philosophicus. Madrid: Alianza Universidad.
Wittgenstein, L. (1981). Investigaciones filosóficas. Barcelona: Crítica.
Woods, P. (1987). La escuela por dentro. La etnografía en la investigación educativa. Barcelona: Paidós.
Wright Mills, C. (1977). L’imagination sociologique. París: Ed. François Maspero.
Zeichner, K.M. (1987). Enseñanza Reflexiva y Experiencias del Aula en la Formación del Profesorado. Revista de Educación, 282, pp. 161-189.
Downloads
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.