Designing tasks for prospective teachers: specialised knowledge on the inclusive teaching of problem-solving
Résumé
This study describes the design of a training session aimed at developing prospective teachers’ specialized knowledge by means of a series of video-based tasks. Based on a problem-solving workshop for students diagnosed with Autism Spectrum Disorder-Asperger Syndrome, the MTSK model is used to discuss the teaching-learning results with and to subsequently develop a training proposal for prospective teachers. Video excerpts of the workshop, along with the work produced by the children, have been edited into a series of guided tasks with the aim of mobilising knowledge in terms of both mathematical content, and inclusive teaching and learning methodologies for developing heuristics for Asperger Syndrome children.
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