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dc.contributor.authorGómez, Pedro 
dc.contributor.authorGonzález, María José
dc.coverage.spatialMonterrey, Méxicoes_CO
dc.date.accessioned2020-06-04T17:02:46Z
dc.date.available2020-06-04T17:02:46Z
dc.date.issued2008
dc.identifier.citationGómez, Pedro; González, María José (2008). Mathematics knowledge for teaching within a functional perspective of preservice teacher training. Comunicación presentada en Topic Study Group 27 del ICME 11 (Julio 6 al 13, 2008). Monterrey, México.
dc.identifier.urihttp://hdl.handle.net/1992/32274
dc.description.abstractIn this paper we look at some issues concerning the first two questions that frame Topic Study Group 27. On the one hand, we describe a functional perspective of preservice mathematics teacher training and learning. This perspective is based on the consideration of didactic notions as instruments to analyze the mathematical subject matter from different viewpoints. On the other hand, we propose some con-cepts and methods that can allow researchers explore preservice teachers learning and help trainers assess the impact of methods coursesÕ design and development.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.rightsAttribution-NonCommercial-NoDerivs 2.5 Generic
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/2.5/
dc.sourceinstname:Universidad de los Andeses_CO
dc.sourcereponame:Repositorio Institucional Sénecaes_CO
dc.titleMathematics knowledge for teaching within a functional perspective of preservice teacher traininges_CO
dc.typeDocumento de Conferenciaes_CO
dc.rights.accessRightsopenAccesses_CO
dc.subject.keywordConocimientoes_CO
dc.subject.keywordFuncionales_CO
dc.subject.keywordIniciales_CO
dc.subject.keywordAnálisis didácticoes_CO
dc.subject.keywordFormación de profesoreses_CO
dc.identifier.urlhttp://funes.uniandes.edu.co/418/es_CO
dc.type.versionpublishedVersiones_CO


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