The seminar Innovative Projects in Mathematics Education, a capstone course at the end of the programme, is conceived as a device that fosters reflection on the experiences that students of the Mathematics Teacher Education programme at the Universidad Nacional de Rosario (Argentina) have had during their studies, particularly during the Professional Teaching Practice (PTP) pathway. It is a course with flexible content, intended to deepen or broaden knowledge through the framing of problems in Mathematics Education that arise in situations of teaching, learning and assessment. The seminar reflects on universities’ social commitment and on the role of the mathematics teacher as an agent who drives educational and curricular justice, through the design of socio-educational projects that respond to needs emerging from the PTP (Consejo Superior UNR, 2018). Courses of this kind help the PTP experience become more than something that simply happens to each student: it is reinterpreted as a transformation within situated teacher education (Rudi & Sgreccia, 2024). This contribution surveys the projects produced by prospective teachers over the last five years (n = 21), with particular attention to the problems they identified and the improvements they proposed. The analysis uses the Mathematical Working Space framework (MWS; Kuzniak, 2018) as its methodological lens. MWS links the epistemological and cognitive planes, which makes it possible to identify how the proposed improvements transform the semiotic, instrumental and discursive geneses in the classroom. In this way, MWS works as an analytical device (Miranda et al., 2026) for examining how far the design of these new suitable environments helps narrow the gap between institutional mathematics and the demands for curricular justice found in practice. In sum, the seminar is a strategic space that gives new meaning to PTP experiences and turns them into a driver of innovation. It brings universities’ social commitment together with a critical analysis of student projects through the MWS framework. This offers insight into how situated teacher education can become a Practicum device that shapes professional identities and responds to situations that emerge in practice, in complex and changing settings.
Proyectos Innovadores en Educación Matemática como dispositivo promotor de reflexión en la carrera Profesorado en Matemática
Annamaria Miranda
2026
Abstract
The seminar Innovative Projects in Mathematics Education, a capstone course at the end of the programme, is conceived as a device that fosters reflection on the experiences that students of the Mathematics Teacher Education programme at the Universidad Nacional de Rosario (Argentina) have had during their studies, particularly during the Professional Teaching Practice (PTP) pathway. It is a course with flexible content, intended to deepen or broaden knowledge through the framing of problems in Mathematics Education that arise in situations of teaching, learning and assessment. The seminar reflects on universities’ social commitment and on the role of the mathematics teacher as an agent who drives educational and curricular justice, through the design of socio-educational projects that respond to needs emerging from the PTP (Consejo Superior UNR, 2018). Courses of this kind help the PTP experience become more than something that simply happens to each student: it is reinterpreted as a transformation within situated teacher education (Rudi & Sgreccia, 2024). This contribution surveys the projects produced by prospective teachers over the last five years (n = 21), with particular attention to the problems they identified and the improvements they proposed. The analysis uses the Mathematical Working Space framework (MWS; Kuzniak, 2018) as its methodological lens. MWS links the epistemological and cognitive planes, which makes it possible to identify how the proposed improvements transform the semiotic, instrumental and discursive geneses in the classroom. In this way, MWS works as an analytical device (Miranda et al., 2026) for examining how far the design of these new suitable environments helps narrow the gap between institutional mathematics and the demands for curricular justice found in practice. In sum, the seminar is a strategic space that gives new meaning to PTP experiences and turns them into a driver of innovation. It brings universities’ social commitment together with a critical analysis of student projects through the MWS framework. This offers insight into how situated teacher education can become a Practicum device that shapes professional identities and responds to situations that emerge in practice, in complex and changing settings.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
