Building a Model for Observing the Educational Practice of Mathematics Teachers

Elisabeth Ramos-Rodríguez, Claudia Vásquez, Macarena Valenzuela Molina and Felipe Ruz
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Elisabeth Ramos-Rodríguez: Instituto de Matemáticas, Pontificia Universidad Católica de Valparaíso, Blanco Viel 596, Valparaíso 2350026, Chile
Claudia Vásquez: Departament of Mathematics, Campus Villarrica, Pontificia Universidad Católica de Chile, Villarrica 4930445, Chile
Macarena Valenzuela Molina: Departamento de pedagogía Inicial y Básica, Universidad Alberto Hurtado, Almirante Barroso 10, Santiago 6500620, Chile
Felipe Ruz: Instituto de Estadística, Pontificia Universidad Católica de Valparaíso, Av. Errázuriz 2734, Valparaíso 2340023, Chile

Mathematics, 2021, vol. 9, issue 24, 1-21

Abstract: This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.

Keywords: educational practice; knowledge; mathematics teacher; reflection; teaching practice (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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