{"id":383,"date":"2016-05-14T19:14:24","date_gmt":"2016-05-14T19:14:24","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=383"},"modified":"2016-05-14T19:17:55","modified_gmt":"2016-05-14T19:17:55","slug":"vol27-2-3-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol27-2-3-en\/","title":{"rendered":"The role of arithmetic problems analysis in teachers service training"},"content":{"rendered":"<p><span style=\"color: #ff6600;\">Cecilia Papini<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>In this article, we interpret the discussions of a primary school teachers group in the context of a formation course related with mathematics teaching. In the first part, we briefly describe the framework and the implementation context of the proposed course. Then we analyze the teachers group production and we propose an interpretation of the dialogues that took place during the formation meeting. Participants teachers, coordinated by a researcher in mathematics education, collaboratively produce knowledge<br \/>\non teaching mathematics when faced with tasks such as: design, implement, record and analyze teaching situations.<\/p>\n<p>Keywords: teacher training, arithmetic problems analysis, students strategies anticipation,<br \/>\nteacher explanations, mathematics teaching.<\/p>\n<p><a href=\"http:\/\/somidem.com.mx\/descargas\/Vol27-2-3.pdf\"><img class=\"alignright wp-image-81\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"descarga2\" width=\"150\" \/> <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cecilia Papini Abstract:In this article, we interpret the discussions of a primary school teachers group in the context of a formation course related with mathematics teaching. In the first part, we briefly describe the framework and the implementation context of the proposed course. Then we analyze the teachers group production\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol27-2-3-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":[79],"tags":[81,82,86,94,84,83,93,80,90,91,89,92,87,88,85],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/383"}],"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=383"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/383\/revisions"}],"predecessor-version":[{"id":384,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/383\/revisions\/384"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=383"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=383"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=383"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}