Using the Didactic Suitability Criteria to Foster Equitable Mathematical Education by Supporting Preservice Teachers

• In Event: Linking Reflective Practice to Transformative Action for Social Justice and Equity

Abstract

Systematization of classroom phenomena observation could be achieved by pre-service teachers by applying theoretical frameworks. Even so, the need for these reflective orientation tools must be recognized by them in order to adopt it. The exploration of prior knowledge and beliefs helps to build a collaborative intuitive model which is able to be formalized by didactic specialists' research work like didactic suitability (Font, Planas, & Godino; 2010). As a collective group, pre-service teachers’ intuitive ideas are aligned to didactic suitability criteria (Sánchez, Font, & Breda; 2021). In addition, pre-service teachers found criteria unification a pertinent aspect in design, observation, reflection and improvement of didactic sequences.

Authors

• Elvira Garcia-Mora, Universitat de Barcelona

• Javier Diez-Palomar, Universitat de Barcelona