This research studies how the integration of practice records (videos) through environments that favor interaction during the analysis of these practice records supports the construction of knowledge about the teaching of mathematics. The answers of 23 students for secondary education mathematics teacher to two questions related to mathematical competence presented in two virtual debates have been analyzed. The results indicate that the participation in the debates in the form of agree, agree and broad, disagree or disagree or broad favored the process of appropriation of the conceptual instruments from the didactics of mathematics. These results underline how the use of videos favors the construction of knowledge in the processes of negotiation of meanings by students for mathematics teachers.
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