Addressing the issue of trust in elementary teachers' Maths-specific education: ANFoMAM project
Fecha
2019Autor
Versión
Acceso abierto / Sarbide irekia
Tipo
Contribución a congreso / Biltzarrerako ekarpena
Versión
Versión publicada / Argitaratu den bertsioa
Impacto
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nodoi-noplumx
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Resumen
To improve primary school teachers' maths-specific education at university, our project will develop a series of workshops, as ready-to-use instruments, which closely consider children's way of learning and their relationship with mathematics. Thus, the interest of participants in children is exploited in sessions which take into account both their professional work as teachers and their own chil ...
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To improve primary school teachers' maths-specific education at university, our project will develop a series of workshops, as ready-to-use instruments, which closely consider children's way of learning and their relationship with mathematics. Thus, the interest of participants in children is exploited in sessions which take into account both their professional work as teachers and their own childhood experiences. The aim is to help participants to evolve in the key aspect of trust. The paper describes the objectives and first results of the ANFoMAM project, supported by the Erasmus Plus Programme in the area of strategic partnerships for innovation in higher education in Europe. [--]
Materias
University mathematics education,
Pre-service mathematics education of primary teachers,
In-service professional development of primary mathematics teachers,
Trisomy 21,
Education of children with intellectual disabilities
Editor
Charles University (Chequia)
Publicado en
Novotná, J. , Moraová, M. (eds.): International Symposium Elementary Mathematics Teaching. Proceedings: Opportunities in learning and teaching elementary mathematics. Prague: Charles University, Faculty of Education, 2019, pp. 113-121. ISBN 978-80-7603-069-5
Notas
Trabajo presentado al International Symposium Elementary Mathematics Teaching. Praga, 2019
Departamento
Universidad Pública de Navarra. Departamento de Estadística, Informática y Matemáticas /
Nafarroako Unibertsitate Publikoa. Estatistika, Informatika eta Matematika Saila
Entidades Financiadoras
The paper was supported by the Erasmus+ project 2018-1-ES01-KA203-050986 entitled 'Learning from children to improve primary school teachers' maths-specific education'.