Analysis of Pre-Service Teachers’ Reflections in the Context of Mathematics Reflective Circles: a case study
DOI:
10.33532/revemop.e2026020Keywords:
Suitability criteria, Onto-semiotic approach, Initial teacher education, Reflective circle of mathematicsAbstract
The objective of this study is to analyze the evaluative comments made by prospective teachers in the Education degree program at a Mexican school during the Mathematics Reflective Circles (MRC) regarding the current role of the teacher and their intervention in the classroom, identifying the Criteria of Didactic Suitability that emerge for qualitative analysis. A greater presence of cognitive and interactional criteria was identified, with participants pointing out both classroom activities that create cognitive conflicts and a lack of autonomy in students, and practices that are useful for the teaching and learning of mathematics.
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