Resumo

HAAS PRIETO, Valentina  e  ARRIAGADA, Gina Luci. From reflection to action: teachers’ improvement in math classrooms. trf [online]. 2018, vol.14, n.3, pp. 297-309. ISSN 2077-2955.

The paper is aimed at describing the improvement opportunities in mathematics primary classrooms resulting from the experimental introduction of the SIC model (sense-intervention-closing). This Model involves a feedback methodology based on the analysis of critical events that pre-service teachers developed under tutor’s guidance. A descriptive qualitative study was carried out by means of semi-structured interviews to primary teacher trainees at the Pontificia Universidad Católica de Valparaiso. The findings show that the feedback received from the model allowed reflection, self-regulation of their practices, and in-depth analysis of their actions in the area of mathematics leading to the improvement of teaching procedures. The role of the tutor proved to be a key to success in a process where critical events, technical, didactic and professional aspects were interwoven.

Palavras-chave : Mathematics education; teacher education; practice teaching; feedback and critical thinking.

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