The didactic-pedagogical reorientation movement: building meanings in the continuous training of rural mathematics teachers in the context of research and training

Abstract:

Our goal is to gain a better understanding of how teachers construct meanings from their practices while incorporating Mathematics and Rural Education during continuous training. We use qualitative research to foster an environment in which educators can actively participate in their development. We test and analyze a new theoretical and epistemological model, the Didactic-Pedagogical Reorientation Movement, which consists of teachers continuously reviewing and updating their pedagogical practices. The findings indicate that teachers establish meanings between culture and mathematical knowledge, with interdisciplinarity highlighted as an additional meaning attributed to mathematics. Finally, we identify autonomy as a newly established meaning and a characteristic that teachers attribute to their practice, indicating a trend toward becoming more reflective in their roles.

Keywords:
Rural education; Mathematics education; Continuous teacher training