Background:The closure of schools in Spain due to the Covid-19 pandemic confronted teachers, students, and families with a new reality. Previous studies have shown that anxiety levels increase during pandemic times. Therefore, it highlights the interest of the affective domain in primary education. Objectives: To analyse some general aspects of math anxiety, such as primary school students' fear, nervousness, and blockage before mathematics both at the educational centre and at home during the Covid-19 confinement. Design: Quantitative study using a closed questionnaire of seven questions with a Likert-type scale. Settings and participants: 496 Spanish primary school students. Data collection: Through the questionnaire hosted in Google Forms and provided by the teachers responsible for the students one month after the closure of all the educational centres and the confinement of all the participating children. Results: Fear of math increases during primary education, with the highest levels of fear and restlessness in the third and sixth grades; the girls presented the highest levels in all aspects, except for nervousness during classes. Conclusions: The general aspects of math anxiety are intimately linked and evolve increasingly throughout primary education. These facts are justified based on the proximity of the change in the educational stage and its influence on teaching, as well as the students' social conditions.

In implementing Ethnomathematics-Realistic Mathematics Education (Ethno-RME), teaching mathematics correctly is needed through learning practices in teaching and learning activities. This pedagogical activity requires guidance in the form of a curriculum. So, the teacher can determine the ethnomathematics context as a starting point in teaching mathematics using Ethno-RME. Therefore, this paper focuses on constructing an Ethno-RME curriculum to guide teachers to apply Ethno-RME in their learning process. This research was collected data from a few relevant kinds of literature to build the Ethno-RME curriculum, such as literature about the D’Ambrosio trivium curriculum, the principles, and character of RME, and literature about the implementation of RME and Ethnomathematics in school. Then, the data were reviewed, criticized, and synthesized, which was done by integrating the ideas in the literature with the new ideas to form the new concept and formula for Ethno-RME curriculum. This study comprehensively explains the goal of Ethno-RME learning, Ethno-RME competencies, and the procedure of Ethno-RME learning. Its process consists of several steps: determining, exploring, processing, and finding mathematics in the ethnomathematics context. Furthermore, this procedure continues with conducting self-development models and critical reflection as an assessment.

Neste artigo analisamos o aparecimento das magnitudes em três livros didáticos espanhóis do sexto ano do Ensino Fundamental. A fim de realizar este estudo, revisamos a pesquisa realizada sobre o ensino-aprendizagem da medida no Ensino Fundamental e o uso dos livros didáticos na sala de aula. Posteriormente, foi selecionada uma amostra e foi necessário construir um instrumento que permitisse  a  análise  de  cada  um  deles.  Entre  os  resultados  deste  estudo  estão  a  apresentação  da magnitude  da  área  em  todos  os  livros  didáticos,  uma  predominância  do  sistema  de  representação verbal, problemas específicos relacionados à vida diária e a presença de imagens que acompanham algumas das noções.

This manuscript aims to describe aspects of mathematical knowledge for teaching, MKT, identified in pre-service teachers (PSTs) when explaining an arithmetic property using manipulative materials. In particular, we are interested in the specialized mathematical knowledge, SCK, the pedagogical knowledge related to teaching, KCT, and the knowledge of content and curriculum, KCC. We proposed to record a video to a sample of 27 primary education students enrolled in their first mathematics education course. They had to explain an arithmetic property of natural numbers using manipulative materials. PSTs do not create contexts by the mere presence of manipulative material, but only rely on it for visual purposes; the meaning of these values are modified during the explanation. Evidence has been found of difficulties relating to the SCK such as the inadequate varying of the meanings given to the manipulative material, and to the KCC such as the selecting of an unsuitable material.

This study endeavors to illustrate how research on the professional development of mathematics teachers can help to enhance and nurture the professional knowledge of mathematics teacher educators (MTEs), thus becoming a potential source of professional growth for MTEs. To achieve this, a professional task was administered to 38 prospective secondary teachers from two Spanish public universities to explore their level of development in professional noticing. Specifically, the study focused on their skill of attending to children’s strategies in relation to transformations between semiotic representations as well as their awareness of the role of the semiotic register in task design. Drawing from the responses provided for the task, we offer a range of insights regarding expected or desirable Pedagogical Content Knowledge (MTEPCK) aimed at fostering the development of professional noticing, such as several challenges to be overcome by pre-service teachers or the identification of three potential levels of progression in their skill to attend to children’s strategies.

En este trabajo se realiza la búsqueda y el análisis de fenómenos organizados por el límite infinito de una sucesión en 35 libros de texto españoles de matemáticas editados desde el año 1936 hasta el año 2019. A partir de la construcción de un instrumento basado en los fenómenos caracterizados para el límite infinito de una sucesión y el análisis de la información recogida por este, se establece la identificación de estos fenómenos en los diferentes sistemas de representación y formatos. La evolución histórica de estos fenómenos y la comparación entre algunos periodos legislativos muestra que dichos fenómenos se presentan de manera aislada sin utilizar diferentes sistemas de representación y formatos, dificultando con ello su proceso de enseñanza-aprendizaje.

Prior studies on pedagogical methodologies to acquire soft skills have shown that developing collaborative tasks produces positive impact in students' abilities. In this article, a pedagogical approach based on interdisciplinary practice and realistic problems is proposed to improve students' teamwork skills.Background: Traditionally, soft skill acquisition has received scarce attention in high education curricula. Consequently, students finish their studies without having developed important competencies, such as communication, conflict resolution and teamwork skills.Intended Outcomes: Students who follow a realistic interdisciplinary approach improve both their soft and hard skills compared to students who follow a traditional collaborative pedagogical methodology. Through the approach proposed, students progress in completing tasks, participating in the team, collaborating in the organization, accepting agreements and taking into account the others' points of view.Application Design: The experience involved students from two different disciplines, prospective computer science engineers and preservice teachers. They worked together to design an educational application that required prospective engineers to apply Human-Computer Interaction fundamentals. A quasiexperimental study was performed using either knowledge tests or self-assessment pre-post-tests, both subsequently analyzed using quantitative methods.Findings: 1) the prospective CS engineers who followed the interdisciplinary realistic practice approach achieved better learning outcomes than those who did not; 2) the educational context affects teamwork skill development; and 3) students improved their ability to work and participate in the team after the experience.

Resumen En este estudio se pretenden describir perfiles del futuro docente de matemáticas en relación con la enseñanza del límite infinito de una sucesión. Para ello, se conformaron grupos focales en los que el futuro profesorado dialogó sobre la manera en la que se abordaría la enseñanza de este límite y, posteriormente, se estableció un análisis de coincidencias reticular, con el que presentar la aparición de un conjunto de sucesos mediante un grafo. Los resultados arrojados permitieron determinan cómo el profesorado en formación empleará el enfoque intuitivo y formal en sus comentarios sobre la enseñanza del límite infinito de una sucesión. Además, analizamos si la formación es una variable a tener en cuenta en las respuestas de los futuros docentes a tareas relacionadas con el límite infinito.