Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Marianela Alpízar-Vargas, Ceneida Fernández, Salvador Llinares
Universidad de Alicante
⬇ Download PDFTo date, the research has focused on how mathematics teachers acquire isolated core professional practices. Hitherto unexplored, however, is how these practices develop jointly. This case study focused on how a primary school teacher developed different core practices during a professional development course on the teaching and learning of magnitudes. The study participant was selected based on the specific context of a single-teacher school. The teacher noticed students’ mathematical thinking and anticipated students’ answers integrating the lenses provided in the course (Hypothetical Learning Trajectories and curricular guidelines). The lesson planning, however, remained closely aligned with institutional requirements (curricular guidelines) and was therefore work context-sensitive.
in-service teachersmeasurementcore practicesnoticing