María del Carmen Penalva, Carolina Rey y Salvador Llinares
Abstract. The aim of this research is to identify the characteristics of the process of instrumentalization of the knowledge in didactics of mathematics in primary teachers. Context was a professionalization course as psicopedagogic. 65 primary teachers participate in a b-learning environment focus on analyzing children’s mathematical thinking. Learning environment integrated case studies and virtual debates. The analysis of picopedagogic students’ productions and their participations in debate led us to characterize the learning as a change in the discourse. Discourse change was evidenced by the gradual integration and use of didactics of mathematics knowledge in the task solving. The focus of tasks was to interpret students’ mathematical thinking and to plan a new educational intervention. Results allow us to identify the rebuttals during online debate as the mechanism that support of instrumentalization process of knowledge evidenced by the change of the discourse.
Key words: Professional development, b-learning, mathematics learning, interaction.
