期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2001
出版社：Centre for Innovation in Mathematics Teaching
摘要：The work that we are presenting was carried out with prospective primary teachers (PPTs)studying in the Education Faculty of the University of Extremadura (Spain). The content of thework formed part of the obligatory course .Didactics of Geometry≈ designed to be taken in thethird year of the official Plan of Studies. The basic objective of the course is that the studentshould .acquire the pedagogical content knowledge (Blanco, 1994; Mellado, Blanco y Ruiz, 1998)1related to the teaching/learning of Geometry in Primary Education≈.Our intention is that the activities which we develop might generate simultaneously mathematicalknowledge and knowledge of the teaching/learning of Geometry. Also we take it that the curricularproposals imply an epistemological change with respect to school-level mathematical content andto the classroom activity which may result in the generation of this knowledge.Preceding investigations have indicated to us that our PPTs have basic errors concerningmathematical content, and in particular about geometrical concepts. They also have deeply-rootedconceptions about the teaching/learning of mathematics deriving from their own experience asprimary and secondary pupils, and which present contradictions with the new school-levelmathematical culture. Our aim therefore is not only to broaden or correct their mathematicalknowledge relative to the specific content of school-level mathematics, but also to put forwardactivities designed to encourage reflection on how mathematical knowledge is generated and howit is developed, taking into account the process of working towards a new mathematical culturesuggested in the current curricular proposals and in recent contributions about the teaching/learningof Geometry.These activities should lead them to reconsider their prior conceptions on mathematics and itsteaching/learning. And consequently, this learning environment must enable them to generate themetacognitive skills that will allow them to analyse and reflect on their own learning process as itis taking place at that moment. An important variable in the process of learning to teach is thecapacity to be able to think about one.s own learning process and the way in which it has developed
