Session Information
24 SES 02, Conceptualising and Implementing Teacher Prof Dev in Maths in European Context
Symposium
Time:
2009-09-28
11:15-12:45
Room:
NIG, HS III
Chair:
Geoff Wake
Discussant:
Pauline Vos
Contribution
Professional development initiatives related to mathematical modelling and applications are not usual in Spain. “Modelling” is a strange word for most of teachers and associated pedagogies are unknown. Teachers consequently feel curious and strange about a professional development programme dealing with modelling.
The latest reform in the Spanish educational system has reformulated the aims of the compulsory education in terms of basic competencies. In particular, the mathematical competency has been introduced in order to stress a functional teaching and learning of mathematics, beyond standard results and routines. Following the national curriculum, it is considered that a student “knows” mathematics when he/she is able to recognize problematic situations where “mathematics” is needed and, therefore, to activate appropriate “mathematics” to solve the problem. In general, teachers agree with this new perspective but feel more than confused with the new situation.
This paper, will describe the implementation of the LEMA professional development programme in Spain, aimed to support teachers in the evolution of their teaching practices. The Anthropological Theory of the Didactics (Chevallard, 1992, 1999) will be used to analyse restrictions and constraints coming from different levels and affecting that implementation and its further impact into the participants; teaching practices.
Method
Expected Outcomes
References
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