Conversación reflexiva como medio para desarrollar conocimiento profesional en futuros profesores de Matemáticas.

Abstract

The objective of this research was to analyze how a reflective conversation (RC) process promotes the development of mathematical knowledge for teaching in future mathematics teachers and to characterize such knowledge. The latter based on the two domains of mathematical knowledge for teaching declared in Ball, Thames, and Phelps (2008) and Hill, Ball and Schilling (2008). For the above, a theoretical RC scheme was configured based on the conversational learning ideas of Pask (1976) and Kolb and Kolb (2017). This scheme was used to guide the conversations inside the classroom by the teacher of the participating group, as well as to collect the respective data. The data processing and analysis was made based on the RC scheme and the qualitative methodology of Conversation Analysis. The data refer to the conversations held by 11 participants during 2 work sessions of 90 minutes each.