A DIDACTIC ANALYSIS OF THE CLASSROOM PRACTICE IN THE TEACHING OF ANALOGUE CLOCK READING
DOI:
https://doi.org/10.5944/educxx1.23913Keywords:
Pedagogical practice, teaching, time, time measurement instrument, MTSK.Abstract
The construction of specialised mathematical knowledge for teaching time as a magnitude, is a complex activity that has not yet been studied in depth. In this article we present an approach to this problem from the classroom practice, describing and analysing some aspects of the contentand nature of the knowledge of two primary school teachers when working
on the measurement of time with their students.
We have adopted a qualitative methodology, and three moments of the
teachers’ interventions have been considered as a reflective action research cycle: for practice, in practice and on practice. To this end, planning and intervention sessions have been recorded for two primary school teachers and their actions have been interpreted in consideration of the analytical model Mathematics Teachers’ Specialised Knowledge (MTSK). This analysis has revealed that teachers are aware of the complexity of dealing with the reading and recording of time when they plan their intervention, and therefore they recognize the need to teach how to use the clock. Our first findings point out the need to provide the students with references for the units of time and to emphasize the functioning of the measuring instrument, questioning the usefulness of the analogue clock.
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