{"id":16867,"date":"2022-12-06T13:22:10","date_gmt":"2022-12-06T17:22:10","guid":{"rendered":"https:\/\/cie.uprrp.edu\/elicit-math\/?page_id=16867"},"modified":"2022-12-07T15:10:14","modified_gmt":"2022-12-07T19:10:14","slug":"aaas-iuse-summit-2022","status":"publish","type":"page","link":"https:\/\/cie.uprrp.edu\/elicit-math\/conferencias\/aaas-iuse-summit-2022\/","title":{"rendered":"AAAS-IUSE Summit (2022)"},"content":{"rendered":"<h3>Scaffolding prospective mathematics teachers\u2019 professional observation<\/h3>\n<p><strong>Como citar:<\/strong> Hern\u00e1ndez-Rodr\u00edguez, O. &amp; Villafa\u00f1e-Cepeda, W. (2022,junio 1-2). <em>Scaffolding prospective mathematics teachers\u2019 professional observation<\/em> [Afiche]. 2022 Improving Undergraduate Education (IUSE) Summit, Washington, DC.<\/p>\n<p>En este afiche reportamos c\u00f3mo las actividades combinadas con las experiencias cl\u00ednicas ayudan a fortalecer la observaci\u00f3n profesional de los PMT. La observaci\u00f3n profesional es la capacidad de describir, explicar y predecir las consecuencias de los movimientos de ense\u00f1anza.<\/p>\n<ul>\n<li>Describir es la capacidad de identificar, diferenciar y clasificar los componentes del proceso de ense\u00f1anza y aprendizaje;<\/li>\n<li>explicar es la capacidad de relacionar las observaciones del aula con conceptos did\u00e1cticos espec\u00edficos; y<\/li>\n<li>predecir es la capacidad de pronosticar las consecuencias de las actividades del aula con el aprendizaje de los alumnos (Blomberg et al., 2011; Seidel &amp; St\u00fcrmer, 2014; Zaragoza, 2021).<\/li>\n<\/ul>\n<p>                                            <iframe style=\"width: 777px;height: 600px; max-width:100%; display: inline-block\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/plugins\/embedpress\/assets\/pdf\/web\/viewer.html?file=https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/Poster-AAAS-IUSE-2022-FINAL-16mayo2022-with-QR.pdf#zoom=auto\"  frameborder=\"0\"><\/iframe><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"480\" height=\"480\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold01.jpg\" alt=\"Dr. Hern\u00e1ndez durante la exhibici\u00f3n\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold01.jpg 480w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold01-300x300.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold01-150x150.jpg 150w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold01-65x65.jpg 65w\" sizes=\"auto, (max-width: 480px) 100vw, 480px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"480\" height=\"480\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold02.jpg\" alt=\"Dr. Hern\u00e1ndez durante la exhibici\u00f3n\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold02.jpg 480w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold02-300x300.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold02-150x150.jpg 150w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold02-65x65.jpg 65w\" sizes=\"auto, (max-width: 480px) 100vw, 480px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"480\" height=\"480\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold03.jpg\" alt=\"Dr. Hern\u00e1ndez durante la exhibici\u00f3n\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold03.jpg 480w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold03-300x300.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold03-150x150.jpg 150w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/scafold03-65x65.jpg 65w\" sizes=\"auto, (max-width: 480px) 100vw, 480px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<style>\/*! elementor - v3.8.1 - 13-11-2022 *\/\n.elementor-column .elementor-spacer-inner{height:var(--spacer-size)}.e-con{--container-widget-width:100%}.e-con-inner>.elementor-widget-spacer,.e-con>.elementor-widget-spacer{width:var(--container-widget-width,var(--spacer-size));-ms-flex-item-align:stretch;align-self:stretch;-ms-flex-negative:0;flex-shrink:0}.e-con-inner>.elementor-widget-spacer>.elementor-widget-container,.e-con-inner>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer,.e-con>.elementor-widget-spacer>.elementor-widget-container,.e-con>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer{height:100%}.e-con-inner>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer>.elementor-spacer-inner,.e-con>.elementor-widget-spacer>.elementor-widget-container>.elementor-spacer>.elementor-spacer-inner{height:var(--container-widget-height,var(--spacer-size))}<\/style>\n<h4>Referencias<\/h4>\n<p>Blomberg, G., St\u00fcrmer, K., &amp; Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers\u2019 teaching subjects and the subject of the video. <em>Teaching and Teacher Education, 27<\/em>(7), 1131-1140. <a href=\"https:\/\/oi:10.1016\/j.tate.2011.04.008\">https:\/\/oi:10.1016\/j.tate.2011.04.008<\/a><\/p>\n<p>Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., &amp; Shulman, L. (2005). The design of teacher education programs. <em>Preparing teachers for a changing world: What teachers should learn and be able to do<\/em>, 390-441.<\/p>\n<p>Gleason, J., Livers, S. D., &amp; Zelkowski, J. (2015). <em>Mathematics classroom observation protocol for practices: Descriptors manual<\/em>. <a href=\"http:\/\/jgleason.people.ua.edu\/mcop2.html\">http:\/\/jgleason.people.ua.edu\/mcop2.html<\/a><\/p>\n<p>Gonz\u00e1lez, G., Deal, T. D., &amp; Skultety, L. (2016). Facilitating teacher learning when using different representations of practice. <em>Journal of Teacher Education, 67<\/em>(5), 447-466.<\/p>\n<p>Grossman, P., Compton, C., Igra, D., Ronfeldt, E. Shahan, E., &amp; Williamson, P. (2009). Teaching practice: A cross-professional perspective. <em>Teachers College Record, 111<\/em>(9), 2055-2100.<\/p>\n<p>Jackson, B., Rice, L., &amp; Noblet, K. (2011). What do we see? Real time assessment of middle and secondary teachers\u2019 pedagogical content knowledge. <em>Proceedings for the 14th Annual Conference on Research in Undergraduate Mathematics Education<\/em> (electronic). Vol 4. Pp. 103-108. PDF available at <a href=\"http:\/\/sigmaa.maa.org\/rume\/RUME_XIV_Proceedings_Volume_4.pdf\">http:\/\/sigmaa.maa.org\/rume\/RUME_XIV_Proceedings_Volume_4.pdf<\/a><\/p>\n<p>Kilpatrick, J., Swafford, J., &amp; Findell, B. (Eds). (2001). <em>Adding it Up: Helping Children Learn Mathematics<\/em>. National Academy Press.<\/p>\n<p>Matthews, M. E., Hlas, C. S., &amp; &amp; Finken, T. M. (2009). Using lesson study and four- column lesson planning with preservice teachers. <em>Mathematics Teacher, 102<\/em>(7), 504-508.<\/p>\n<p>Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., &amp; Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. <em>School Science &amp; Mathematics, 102<\/em>(6), 245-253.<\/p>\n<p>Seidel, T., &amp; St\u00fcrmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. <em>American Educational Research Journal, 51<\/em>(4), 771-739.<\/p>\n<p>Zaragoza, A., Seidel, T., &amp; Hiebert, J. (2021). Exploring preservice teachers\u2019 abilities to connect professional knowledge with lesson planning and observation. <em>European Journal of Teacher Education<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/02619768.2021.1996558\">https:\/\/doi.org\/10.1080\/02619768.2021.1996558<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Scaffolding prospective mathematics teachers\u2019 professional observation Como citar: Hern\u00e1ndez-Rodr\u00edguez, O. &amp; Villafa\u00f1e-Cepeda, W. (2022,junio 1-2). Scaffolding prospective mathematics teachers\u2019 professional observation [Afiche]. 2022 Improving Undergraduate Education (IUSE) Summit, Washington, DC. En este afiche reportamos c\u00f3mo las actividades combinadas con las &hellip; <\/p>\n","protected":false},"author":10,"featured_media":0,"parent":16794,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-16867","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>AAAS-IUSE Summit (2022) - ELICIT-Math<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cie.uprrp.edu\/elicit-math\/conferencias\/aaas-iuse-summit-2022\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"AAAS-IUSE Summit (2022) - ELICIT-Math\" \/>\n<meta property=\"og:description\" content=\"Scaffolding prospective mathematics teachers\u2019 professional observation Como citar: Hern\u00e1ndez-Rodr\u00edguez, O. &amp; Villafa\u00f1e-Cepeda, W. 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