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dc.contributor.author | Yang, Kai-Lin | es_ES |
dc.contributor.author | Tambunan, Siska | es_ES |
dc.date.accessioned | 2021-09-20T06:54:23Z | |
dc.date.available | 2021-09-20T06:54:23Z | |
dc.date.issued | 2021-07-26 | |
dc.identifier.isbn | 9788490489758 | |
dc.identifier.issn | 2603-5871 | |
dc.identifier.uri | http://hdl.handle.net/10251/172805 | |
dc.description.abstract | [EN] Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning. | es_ES |
dc.description.sponsorship | This research was funded by the Ministry of Science and Technology (MOST), Taiwan, R.O.C., under the grant number MOST 107-2511-H-003 -004 -MY3. | es_ES |
dc.format.extent | 8 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | 7th International Conference on Higher Education Advances (HEAd'21) | |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Mathematics teachers | es_ES |
dc.subject | Pedagogical reasoning | es_ES |
dc.title | The tools related to mathematics teachers’ pedagogical reasoning: critical review | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAd21.2021.12698 | |
dc.relation.projectID | info:eu-repo/grantAgreement/MOST//MOST 107-2511-H-003 -004 -MY3/ | es_ES |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Yang, K.; Tambunan, S. (2021). The tools related to mathematics teachers’ pedagogical reasoning: critical review. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 129-136. https://doi.org/10.4995/HEAd21.2021.12698 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Seventh International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | Junio 22-23, 2021 | es_ES |
dc.relation.conferenceplace | València, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAd21/paper/view/12698 | es_ES |
dc.description.upvformatpinicio | 129 | es_ES |
dc.description.upvformatpfin | 136 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\12698 | es_ES |
dc.contributor.funder | Ministry of Science and Technology, Taiwan | es_ES |