Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons

María José Castillo Céspedes; María Burgos Navarro

doi:10.29333/ejmste/12092

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María José Castillo Céspedes ¹ ^* , María Burgos Navarro ²

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¹ Department of Education of Mathematics, Faculty of Mathematics, San José, COSTA RICA² Department of Didactic of Mathematics, Faculty of Education Sciences, University of Granada, Granada, SPAIN^* Corresponding Author

Abstract

Achieving the competence to reflect on the degree of suitability of textbooks is not easy, so it is necessary to train prospective professionals in the knowledge and use of analytical tools to guide them in critically analyzing these curricular materials. In response to this research problem, this paper describes and analyses the implementation of a training intervention that aims to promote reflective competence in prospective Costa Rican teachers through the analysis of textbook lessons. The content of proportionality is chosen because of its central in the curriculum. The training activity was motivating for the participants and helped them to progress in the competence of lesson analysis. However, it is noted that the design needs to be improved in terms of time dedication, as well as attention to the necessary didactical-mathematical background knowledge on proportionality to achieve better results.

Keywords

teacher education
reflective competence
didactic suitability
textbooks
proportionality

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 6, Article No: em2121

https://doi.org/10.29333/ejmste/12092

Publication date: 18 May 2022

Article Views: 1761

Article Downloads: 845

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Castillo Céspedes, M. J., & Burgos Navarro, M. (2022). Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2121. https://doi.org/10.29333/ejmste/12092

Vancouver

Castillo Céspedes MJ, Burgos Navarro M. Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons. EURASIA J Math Sci Tech Ed. 2022;18(6):em2121. https://doi.org/10.29333/ejmste/12092

AMA

Castillo Céspedes MJ, Burgos Navarro M. Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons. EURASIA J Math Sci Tech Ed. 2022;18(6), em2121. https://doi.org/10.29333/ejmste/12092

Chicago

Castillo Céspedes, María José, and María Burgos Navarro. "Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 6 (2022): em2121. https://doi.org/10.29333/ejmste/12092

Harvard

Castillo Céspedes, M. J., and Burgos Navarro, M. (2022). Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2121. https://doi.org/10.29333/ejmste/12092

MLA

Castillo Céspedes, María José et al. "Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 6, 2022, em2121. https://doi.org/10.29333/ejmste/12092