Οι αντιλήψεις των υποψηφίων καθηγητών των Μαθηματικών για τη διδακτική διαδικασία και την επιμόρφωση

Περίληψη

In this paper we present the conception of mathematicians regarding their teaching-training in relation to their views concerning the Leaching of Mathematics, as they emerge from a research on mathematicians who attended the introductory training seminars in P.T.-T.C. (Peripheral Teaching-Training Centres), during the first quarter of 1994-95. The basic hypothesis of this research is that, as the views of the mathematicians on Mathematics and their teaching affect their teaching practice, so their views on the teaching-training affect the effectiveness of this process. The general conclusion of the study of the trainee's conception, confirm that the attitudes-views of the mathematicians, who came to the P.T.-T.C. for their introductory training, are formed on the basis of their ideas regarding themselves, and remain constant throughout the seminars. The dominant conception on the mathematicians' part is that there exists a "correct way of teaching", and they attend the seminars in order to learn it. This view is standardized, does not changed during the seminars, and probably acts as an obstacle on the training process, since it influences the desired training model. The intuitive conceptions of the mathematicians regarding the Didactic of Mathematics and teaching in general, are transformed, during their study in P.T.-T.C, from the "traditional" model and the model of "frondistirion" to the "constructivist" model. The constructive model is perceived by the traineesas applicable to an ideal level of school functioning ("in better conditions"), and they find it hard to applied it to the actual teaching practice in classroom.