TY - JOUR
T1 - El conocimiento matemático del profesor acerca de la parábola: diseño de un instrumento para investigación
T2 - Diseño de un instrumento para su investigación
AU - Clemente, Elizabeth Advíncula
AU - Salas, Marisel Beteta
AU - Ríos, José Carlos León
AU - Céspedes, Isabel Torres
AU - Montes, Miguel
N1 - Funding Information:
Esta investigaci?n fue financiada por el Instituto de Investigaci?n Cient?fica de la Universidad de Lima, as? como por el Centro de Investigaci?n COIDESO de la Universidad de Huelva, y por el Ministerio de Ciencia, Innovaci?n y Universidades, del Gobierno de Espa?a (Proyecto: RTI2018-096547-B-I00).
Publisher Copyright:
© 2021 Universidad Nacional. All rights reserved.
PY - 2021/1/31
Y1 - 2021/1/31
N2 - Research in mathematics education usually focuses on sharing results from the application of instruments to obtain data. Even though these instruments are usually described in the methodology section, their development process tends to not be transparent for the reader. The objective of this paper is to study this problem and describe in detail the process of creating a questionnaire based on the MTSK model, in order to explore the teacher's knowledge of parabolas, understood as conic sections. We present the design of a qualitative instrument that allows for the approximation of the teacher's mathematical knowledge of parabolas, emphasizing on the use of theory, as well as both internal and external triangulation, as key elements in the methodological design. The main contribution of this paper is to give guidelines for the design of questionnaires based on the MTSK model, which can be taken into account regardless of the mathematical contents.
AB - Research in mathematics education usually focuses on sharing results from the application of instruments to obtain data. Even though these instruments are usually described in the methodology section, their development process tends to not be transparent for the reader. The objective of this paper is to study this problem and describe in detail the process of creating a questionnaire based on the MTSK model, in order to explore the teacher's knowledge of parabolas, understood as conic sections. We present the design of a qualitative instrument that allows for the approximation of the teacher's mathematical knowledge of parabolas, emphasizing on the use of theory, as well as both internal and external triangulation, as key elements in the methodological design. The main contribution of this paper is to give guidelines for the design of questionnaires based on the MTSK model, which can be taken into account regardless of the mathematical contents.
KW - Educación matemática
KW - Conocimiento matemático
KW - Funciones
KW - Parábola
KW - cuestionario
KW - MTSK
KW - Conocimiento del profesor
KW - Functions
KW - Mathematical knowledge
KW - Mathematics education
KW - MTSK
KW - Parabola
KW - Questionnaire
KW - Teacher's knowledge
UR - https://hdl.handle.net/20.500.12724/11691
UR - http://www.scopus.com/inward/record.url?scp=85091822831&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/5a23ae95-2daa-341a-8c2a-bf5def26d001/
UR - https://doi.org/10.15359/ru.35-1.12
U2 - 10.15359/RU.35-1.12
DO - 10.15359/RU.35-1.12
M3 - Artículo (Contribución a Revista)
AN - SCOPUS:85091822831
SN - 2215-3470
VL - 35
SP - 190
EP - 209
JO - Uniciencia
JF - Uniciencia
IS - 1
ER -