What the Teacher Must Master to Direct the Learning Process

Neel Baez Urena; Ramon Blanco Sanchez

doi:doi:10.11648/j.sr.20221004.12

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What the Teacher Must Master to Direct the Learning Process

Neel Baez Urena, Ramon Blanco Sanchez

Published in Science Research (Volume 10, Issue 4)

Received: 24 May 2022 Accepted: 15 June 2022 Published: 16 September 2022

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Abstract

Determining what the Mathematics teacher must master is a fundamental aspect to specify what the correct preparation of said teacher should be, which is a widely debated topic, on which there are various proposals for action, in each of which can be find positive aspects, despite the different approaches found in the specialized literature, at least there is consensus that such preparation must be composed of mathematical knowledge and didactic knowledge, which is supported by research, experiences and proposals aimed at achieving a good preparation of these professionals; several authors have specified the notion of Pedagogical Content Knowledge for the teaching of Mathematics, understanding as such the mastery of the mathematical content to be explained together with the appropriate didactic procedures to explain said content, other authors refer to the Specific Knowledge of the Content, as the “mathematical knowledge to teach”. The objective of this work is to scientifically argue the domain of epistemological and ontological characteristics of Mathematics, which can allow the teacher to establish the appropriate link between mathematical knowledge and didactic knowledge.

Published in	Science Research (Volume 10, Issue 4)
DOI	10.11648/j.sr.20221004.12
Page(s)	99-107
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Ontology, Epistemology, Mathematics, Teacher

References

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Neel Baez Urena, Ramon Blanco Sanchez. (2022). What the Teacher Must Master to Direct the Learning Process. Science Research, 10(4), 99-107. https://doi.org/10.11648/j.sr.20221004.12

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Neel Baez Urena; Ramon Blanco Sanchez. What the Teacher Must Master to Direct the Learning Process. Sci. Res. 2022, 10(4), 99-107. doi: 10.11648/j.sr.20221004.12

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AMA Style

Neel Baez Urena, Ramon Blanco Sanchez. What the Teacher Must Master to Direct the Learning Process. Sci Res. 2022;10(4):99-107. doi: 10.11648/j.sr.20221004.12

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@article{10.11648/j.sr.20221004.12,
  author = {Neel Baez Urena and Ramon Blanco Sanchez},
  title = {What the Teacher Must Master to Direct the Learning Process},
  journal = {Science Research},
  volume = {10},
  number = {4},
  pages = {99-107},
  doi = {10.11648/j.sr.20221004.12},
  url = {https://doi.org/10.11648/j.sr.20221004.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20221004.12},
  abstract = {Determining what the Mathematics teacher must master is a fundamental aspect to specify what the correct preparation of said teacher should be, which is a widely debated topic, on which there are various proposals for action, in each of which can be find positive aspects, despite the different approaches found in the specialized literature, at least there is consensus that such preparation must be composed of mathematical knowledge and didactic knowledge, which is supported by research, experiences and proposals aimed at achieving a good preparation of these professionals; several authors have specified the notion of Pedagogical Content Knowledge for the teaching of Mathematics, understanding as such the mastery of the mathematical content to be explained together with the appropriate didactic procedures to explain said content, other authors refer to the Specific Knowledge of the Content, as the “mathematical knowledge to teach”. The objective of this work is to scientifically argue the domain of epistemological and ontological characteristics of Mathematics, which can allow the teacher to establish the appropriate link between mathematical knowledge and didactic knowledge.},
 year = {2022}
}

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TY  - JOUR
T1  - What the Teacher Must Master to Direct the Learning Process
AU  - Neel Baez Urena
AU  - Ramon Blanco Sanchez
Y1  - 2022/09/16
PY  - 2022
N1  - https://doi.org/10.11648/j.sr.20221004.12
DO  - 10.11648/j.sr.20221004.12
T2  - Science Research
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AB  - Determining what the Mathematics teacher must master is a fundamental aspect to specify what the correct preparation of said teacher should be, which is a widely debated topic, on which there are various proposals for action, in each of which can be find positive aspects, despite the different approaches found in the specialized literature, at least there is consensus that such preparation must be composed of mathematical knowledge and didactic knowledge, which is supported by research, experiences and proposals aimed at achieving a good preparation of these professionals; several authors have specified the notion of Pedagogical Content Knowledge for the teaching of Mathematics, understanding as such the mastery of the mathematical content to be explained together with the appropriate didactic procedures to explain said content, other authors refer to the Specific Knowledge of the Content, as the “mathematical knowledge to teach”. The objective of this work is to scientifically argue the domain of epistemological and ontological characteristics of Mathematics, which can allow the teacher to establish the appropriate link between mathematical knowledge and didactic knowledge.
VL  - 10
IS  - 4
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Author Information

Neel Baez Urena

Department of Mathematics, Autonomous University of Santo Domingo, Santo Domingo, Dominican Republic
Ramon Blanco Sanchez

Department of Mathematics, University of Camagüey, Camagüey, Cuba

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APA Style

Neel Baez Urena, Ramon Blanco Sanchez. (2022). What the Teacher Must Master to Direct the Learning Process. Science Research, 10(4), 99-107. https://doi.org/10.11648/j.sr.20221004.12

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ACS Style

Neel Baez Urena; Ramon Blanco Sanchez. What the Teacher Must Master to Direct the Learning Process. Sci. Res. 2022, 10(4), 99-107. doi: 10.11648/j.sr.20221004.12

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AMA Style

Neel Baez Urena, Ramon Blanco Sanchez. What the Teacher Must Master to Direct the Learning Process. Sci Res. 2022;10(4):99-107. doi: 10.11648/j.sr.20221004.12

Copy | Download

@article{10.11648/j.sr.20221004.12,
  author = {Neel Baez Urena and Ramon Blanco Sanchez},
  title = {What the Teacher Must Master to Direct the Learning Process},
  journal = {Science Research},
  volume = {10},
  number = {4},
  pages = {99-107},
  doi = {10.11648/j.sr.20221004.12},
  url = {https://doi.org/10.11648/j.sr.20221004.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20221004.12},
  abstract = {Determining what the Mathematics teacher must master is a fundamental aspect to specify what the correct preparation of said teacher should be, which is a widely debated topic, on which there are various proposals for action, in each of which can be find positive aspects, despite the different approaches found in the specialized literature, at least there is consensus that such preparation must be composed of mathematical knowledge and didactic knowledge, which is supported by research, experiences and proposals aimed at achieving a good preparation of these professionals; several authors have specified the notion of Pedagogical Content Knowledge for the teaching of Mathematics, understanding as such the mastery of the mathematical content to be explained together with the appropriate didactic procedures to explain said content, other authors refer to the Specific Knowledge of the Content, as the “mathematical knowledge to teach”. The objective of this work is to scientifically argue the domain of epistemological and ontological characteristics of Mathematics, which can allow the teacher to establish the appropriate link between mathematical knowledge and didactic knowledge.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - What the Teacher Must Master to Direct the Learning Process
AU  - Neel Baez Urena
AU  - Ramon Blanco Sanchez
Y1  - 2022/09/16
PY  - 2022
N1  - https://doi.org/10.11648/j.sr.20221004.12
DO  - 10.11648/j.sr.20221004.12
T2  - Science Research
JF  - Science Research
JO  - Science Research
SP  - 99
EP  - 107
PB  - Science Publishing Group
SN  - 2329-0927
UR  - https://doi.org/10.11648/j.sr.20221004.12
AB  - Determining what the Mathematics teacher must master is a fundamental aspect to specify what the correct preparation of said teacher should be, which is a widely debated topic, on which there are various proposals for action, in each of which can be find positive aspects, despite the different approaches found in the specialized literature, at least there is consensus that such preparation must be composed of mathematical knowledge and didactic knowledge, which is supported by research, experiences and proposals aimed at achieving a good preparation of these professionals; several authors have specified the notion of Pedagogical Content Knowledge for the teaching of Mathematics, understanding as such the mastery of the mathematical content to be explained together with the appropriate didactic procedures to explain said content, other authors refer to the Specific Knowledge of the Content, as the “mathematical knowledge to teach”. The objective of this work is to scientifically argue the domain of epistemological and ontological characteristics of Mathematics, which can allow the teacher to establish the appropriate link between mathematical knowledge and didactic knowledge.
VL  - 10
IS  - 4
ER  -

Copy | Download