{"id":1767,"date":"2017-03-31T04:15:04","date_gmt":"2017-03-31T04:15:04","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1767"},"modified":"2017-04-06T18:29:40","modified_gmt":"2017-04-06T18:29:40","slug":"ciccioli-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/ciccioli-en\/","title":{"rendered":"Training in Analytical Geometry for Future Teachers. Case Study Based on the MKT"},"content":{"rendered":"<p><a href=\"mailto:ciccioli@fceia.unr.edu.ar\">Virginia Ciccioli<\/a><br \/>\n<a href=\"mailto:sgreccia@fceia.unr.edu.ar\">Natalia Sgreccia<\/a><\/p>\n<p><strong>Abstract:<\/strong> This paper aims to characterize the training that is offered to Mathematics\u2019<br \/>\nfuture teachers on the grounds of the mathematical knowledge for<br \/>\nteaching(MKT) elemental analytical geometry. It is analyzed in terms of the<br \/>\ncurricular contribution of the subject Geometry I, in a career of mathematics\u2019<br \/>\nteachers\u2019 training in Argentina. It seeks to identify in detail theMKT domains<br \/>\nthrough the actions of the teacher and the contents of the first classes of analytic<br \/>\ngeometry. The research, which is carried out through a case study, has got a<br \/>\nqualitative focus and a mainly descriptive purpose. The results reveal that all the<br \/>\ndomains of the MKT were activated in the observed classes. The diversity and<br \/>\nspecificity of such activations can serve as a methodological guide for studies<br \/>\nthat are based on the theoretical model of reference, in the line of teachers\u2019<br \/>\ntraining in analytical geometry.<\/p>\n<p><strong>Key words:<\/strong> teachers\u2019 training \u2014 mathematical knowledge for teaching \u2014 analytical<br \/>\ngeometry.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol29\/1\/Ciccioli.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-81 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"72\" \/><\/a><span class=\"\" lang=\"ES-TRAD\">DOI: 10.24844\/EM2901.06<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Virginia Ciccioli Natalia Sgreccia Abstract: This paper aims to characterize the training that is offered to Mathematics\u2019 future teachers on the grounds of the mathematical knowledge for teaching(MKT) elemental analytical geometry. It is analyzed in terms of the curricular contribution of the subject Geometry I, in a career of mathematics\u2019\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/ciccioli-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1767"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1767"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1767\/revisions"}],"predecessor-version":[{"id":1797,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1767\/revisions\/1797"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1767"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1767"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1767"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}