\nmoments\u201d in which pedagogical opportunities emerge. These correspond
\nto examples of classroom discourse in which the mathematical thinking of the
\nstudent and the construction of mathematical meanings are made manifest.
\nFor this purpose, the MOST-Noticing instrument was designed and evaluated,
\nallowing for such an analysis. An exploratory case study was carried out that
\nincluded the observation of videotaped classes of high school teachers. For the
\nanalysis, we took into account: professional observation of the teaching of
\nmathematics, emphasizing the teacher\u2019s ability to respond to the mathematical
\nunderstanding of the student, and the study of teaching moments that relate
\nthe student\u2019s mathematical thinking, the significant from the mathematical point
\nof view and the pedagogical opportunities. In the analysis, two teaching moments
\nwere recognized that allowed to characterize the decisions in relation to
\nthe actions from the applied instrument and the constant comparison.<\/p>\n
Keywords:<\/strong> Teacher decisions, teachable moments, student\u2019s mathematical thinking, DOI: 10.24844\/EM2903.05<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" Diego Garz\u00f3n Castro1 Abstract. This paper analyzes the decisions made by two teachers during \u201cteaching moments\u201d in which pedagogical opportunities emerge. These correspond to examples of classroom discourse in which the mathematical thinking of the student and the construction of mathematical meanings are made manifest. For this purpose, the MOST-Noticing\u2026 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\/2178"}],"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=2178"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2178\/revisions"}],"predecessor-version":[{"id":2179,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2178\/revisions\/2179"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=2178"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=2178"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=2178"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nmathematical discourse in the classroom, teaching practice .![\"\"](\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\")
<\/a><\/p>\n