Developing algebraic and didactical knowledge in pre-service primary teacher ed...

• Author(s): Branco, Neusa ; Ponte, João Pedro da
• Date: 2012
• Persistent ID: http://hdl.handle.net/10451/7072
• Origin: Repositório da Universidade de Lisboa
• Subject(s): Preservice teacher education; Algebraic thinking; Professional identity
• Document Type: Conference Object
• Language: English

Description

This study analyzes the contribution of a teaching experiment for the development of prospective primary teachers regarding knowledge of algebra and of algebra teaching as well as their professional identity. The case study of a prospective teachersuggests that an exploratory approach combining content and pedagogy supports this development, especially in the need to propose challenging tasks, to provide opportunity for students’ autonomous work and collective discussions and to be attentive to children’s representations and strategies in order to promote algebraic thinking.