Problem Solving and the Initial Practical and Theoretical Education of Teachers in Spain

Lorenzo Blanco

Abstract


Several developments during the last decades have provoked spectacular changes
in both Mathematics Teaching and the Education of Mathematics Teachers. From
this perspective of renovation, we wish to define a new context in mathematics
teacher education in which we consider that “pedagogical content knowledge”
(Shulman, 1993, Mellado, 1998; Blanco & Otano, 1999) has to be the knowledge
base for the education of the future teachers. In the present work, using problem
solving as reference, we explain our program and different types of activities
which help to create learning environments referred to “learning to teach
mathematics”. These activities allow the prospective teachers to build up their
own pedagogical content knowledge.

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