Encouraging reflection of the teacher: a Study of classes on integral calculus using technology

Authors

  • Elisabeth Ramos-Rodríguez Pontificia Universidad Católica de Valparaíso
  • Pamela Reyes-Santander Pontificia Universidad Católica de Valparaíso
DOI: https://doi.org/10.6018/reifop/20.1.245691
Keywords: Teacher reflection, study classes, integral calculus, technology

Abstract

To address the question ‘how to strengthen a collective environment, reflection on their practice of university professors?’ we have designed an alternative education based on a study session Classes articulated with the notion of systematic reflection. We established theoretical framework from the reflection and the notion of mathematical task to address, with a qualitative approach, an interpretive study. We examined data from transcripts of the video recording of the session in an international event. It is noted that alternative training proposal has elements that favor reflection on teaching practice.

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Author Biographies

Elisabeth Ramos-Rodríguez, Pontificia Universidad Católica de Valparaíso

ELISABETH RODRIGUEZ RAMOS, PhD in Educational Sciences, professor of mathematics and master math. Exercised at the Pontifical Catholic University of Valparaiso as a researcher on the line teacher training. He has several publications in journals and Reflective Practice and Bolema. Also chapter books and proceedings of international conferences

Pamela Reyes-Santander, Pontificia Universidad Católica de Valparaíso

Mathematics Professor, Catholic University of Valparaiso, Chile. Master of Mathematics, Catholic University of Valparaiso, Chile. PhD in Science, University of Augsburg, Germany. It has publications in magazines such as “Visions Científicas”. Also chapter books and proceedings of international conferences como el ICME 12.

Published
16-01-2017
How to Cite
Ramos-Rodríguez, E., & Reyes-Santander, P. (2017). Encouraging reflection of the teacher: a Study of classes on integral calculus using technology. Interuniversity Electronic Journal of Teacher Formation, 20(1), 67–85. https://doi.org/10.6018/reifop/20.1.245691