Mathematics teacher educators

contexts and practices

Authors

  • Leticia Sosa Guerrero Universidad Autónoma de Zacatecas
  • Wendy Jhoana Jiménez Ávila Universidad Autónoma de Zacatecas

DOI:

https://doi.org/10.28998/2175-6600.2024v16n38pe15961

Keywords:

Mathematics teacher educators, Context, Classroom practices, Points of view, Math, Teaching and learning.

Abstract

This article aims to identify the influence of context on educational practice and on the views of mathematics teacher educators. Various researchers have reported the importance of context in the vision that teachers form regarding mathematics, its teaching and learning, and its influence on teachers' classroom practices. Due to the complex work carried out by teacher educators of "teaching to teach", it is appropriate to inquire about the contexts of those directly responsible for the training of mathematics teachers.

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Published

2024-01-22

How to Cite

SOSA GUERRERO, Leticia; JIMÉNEZ ÁVILA, Wendy Jhoana. Mathematics teacher educators: contexts and practices. Debates em Educação, [S. l.], v. 16, n. 38, p. e15961, 2024. DOI: 10.28998/2175-6600.2024v16n38pe15961. Disponível em: https://seer.ufal.br/index.php/debateseducacao/article/view/15961. Acesso em: 21 nov. 2024.

Issue

Vol. 16 No. 38 (2024)

Section

Dossiê: Formação de professores que ensinam Matemática: contextos e práticas

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