Abstract
This study analyzes the teaching of the topic of money in mathematics by a fifth-grade teacher. The research is naturalistic-descriptive and is based on a case study with non-participant observation. Indicators of didactical suitability of the onto-semiotic approach were used (ecological, mediational and cognitive suitability) were used in this analysis. With respect to ecological suitability, the context used by the teacher was related to the daily experiences of her students and she was aware of many aspects of the curriculum. Regarding mediational suitability, the teacher used a variety of technological and manipulative resources. Finally, in the case of cognitive suitability in the development of the various activities, students' previous knowledge and their individual differences were taken into account.
Highlights
There have been important changes in the way in which mathematics is taught in many parts of the world, making it necessary to confront new scenarios and challenges
This study analyzes the teaching of the topic of money in mathematics by a fifth-grade teacher
Consideration of what happens in the classroom is currently a relevant research topic in mathematics education (Godino, Giacomone, Font, & Pino-Fan, 2018)
Summary
There have been important changes in the way in which mathematics is taught in many parts of the world, making it necessary to confront new scenarios and challenges. Some investigations have begun to focus on analyzing classroom practices, and the relationship of these practices with the established curriculum Studies such as those of Climent (2002) associate the analysis of what is being done in the classroom with the professional development of teachers, and even as a source of learning. Consideration of what happens in the classroom is currently a relevant research topic in mathematics education (Godino, Giacomone, Font, & Pino-Fan, 2018). When such situations are studied, it is necessary to have some way of describing them and understanding their link with other elements of the practice of teaching. It could be linked to a large extent to the knowledge that teachers have of the content they teach or to the resources they use when teaching a particular topic
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