Conocimiento de matemáticas especializado de los estudiantes para maestro de primaria en relación al razonamiento proporcional

Buforn, Ángela; Fernández, Ceneida

doi:10.1590/1980-4415v28n48a02

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…However, there were pre-service teachers who solved the problem incorrectly using additive strategies or interpreting the ratio unit in an incorrect way, showing difficulties with the process of unitising. This last result is in line with previous research that has shown the difficulties of pre-service teachers in solving a problem that involves ratio and proportion concepts (Buforn & Fernández, 2014;Buforn, Llinares, & Fernández, 2018;Gómez & García, 2014;Livy & Vale, 2011;Monje & Gómez, 2019).…”

Section: Pre-service Teachers' Knowledge and Noticingsupporting

confidence: 91%

Pre-service teachers’ knowledge of the unitizing process in recognizing students’ reasoning to propose teaching decisions

Buforn

Llinares

Coles

et al. 2020

International Journal of Mathematical Education in Science and

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The goal of this study is to characterise how pre-service teachers recognise students' reasoning, based in the unitising process, when students solve ratio comparison problems and, how they consider the unitising process as a Key Development Understanding to propose teaching decisions. Ninety-one preservice primary teachers interpreted primary school students' answers to a ratio comparison problem and proposed teaching decisions to improve students' reasoning. Findings indicate that pre-service teachers recognised features of the unitising process as a Key Development Understanding but had difficulties to propose teaching decisions addressed to improve the students' mathematical reasoning. These findings display the role played by specific mathematical content domain when pre-service teachers make teaching decisions considering the students' mathematical reasoning.

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Section: Pre-service Teachers' Knowledge and Noticingsupporting

confidence: 91%

Pre-service teachers’ knowledge of the unitizing process in recognizing students’ reasoning to propose teaching decisions

Buforn

Llinares

Coles

et al. 2020

International Journal of Mathematical Education in Science and

Self Cite

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“…To date, most studies discussing the mathematics component of the curriculum of primary education degree programs seem to assume that incoming students have already mastered a certain body of basic mathematical knowledge, when there is increasing evidence, at least in some countries, that they have not (Beswisk and Goos, 2012;Hine, 2015;Ingram and Linsell, 2014;Lo and Luo, 2012;Norton, 2018;Tatto et al, 2008;and Qian and Youngs, 2016). The studies of Arce, Marbán and Palop (2017), Buforn and Fernández (2014), Gutiérrez-Gutiérrez, Gómez and Rico (2016), Montes et al (2015), Nortes andNortes (2013), andSáenz (2007) are some examples of research that has gathered evidence of limitations in the mathematical knowledge of students on primary teaching degree programs in Spain.…”

Section: Discussionmentioning

confidence: 99%

Primary education degree programs in Alicante, Barcelona and Helsinki: Could the differences in the mathematical knowledge of incoming students be explained by the access criteria?

Gorgorió

Albarracín

Laine

et al. 2021

LUMAT

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This perspective paper draws on the interest in ensuring that students who enter primary teacher training programs have a solid background knowledge of mathematics. We describe the access criteria and requirements for admission to the primary education degree programs at the Universidad de Alicante and Universitat Autònoma de Barcelona, in Spain, and the University of Helsinki, in Finland. We present the results of an evaluation of the mathematical knowledge that students bring to their education as teachers at these three institutions. The results show that in each program, the subgroup of students who had followed the longer track of mathematics courses scored significantly higher on the mathematical test, although this was no longer as clear when we compared across universities. We also found that the students who had taken the mathematics section of the entrance examination or the matriculation examination scored higher on the test than those from the same program who had not, but this tendency broke down when cross-university comparisons were made. We also explored how the cap set on the number of students admitted to the three programs – this being the most striking difference in the admission policies – could be an explanatory variable for these discrepancies. The comparison between universities leads us to hypothesize that expecting applicants to have met certain requirements in their academic trajectories prior to university entrance and adjusting the cap set on the number of places could ensure a better mastery of mathematical knowledge among those students admitted to the Spanish programs.

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“…Hay que destacar, por otro lado, que los profesores en formación muestran limitaciones para afrontar situaciones de proporcionalidad entre magnitudes (Buforn y Fernández, 2014), tanto en la resolución de problemas como en su uso en situaciones cotidianas, por lo que en este estudio se aprovechan las relaciones existentes entre las magnitudes espacio, velocidad y aceleración para trabajar este constructo matemático que soporta gran parte de las leyes de la Física (Ríordaín, Johnston y Walshe, 2015).…”

Section: La Resolución De Problemas De Cinemática Como Estrategia De Aprendizaje Basada En La Argumentaciónunclassified

La construcción de conceptos en Cinemática a través de la argumentación y la activación de actitudes en formación inicial de maestros

Bueno

Pérez

2020

Apice Rev Educ Cient

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Se pretende comprobar si un proceso de enseñanza y aprendizaje basado en la argumentación durante la resolución de problemas provoca un cambio positivo en ciertas actitudes del alumnado hacia la Ciencia, su aprendizaje y su didáctica. Se eligió intencionadamente la “Cinemática”, pues su estudio reúne ciertas características: la fácil contextualización y las relaciones proporcionales que se establecen entre las magnitudes implicadas. La recogida de datos se realizó a través de un cuestionario Likert y un pre y post-test que se analizaron a través de una tabla de categorías. Participaron 65 alumnos del segundo curso del Grado de Educación Primaria del Centro de Estudios Universitarios Cardenal Spínola CEU. Tras el análisis de los datos, pudimos apreciar una mejora en las tres componentes en las que dividimos las actitudes (cognitiva, afectiva y conductual) llevándonos a la reflexión de la importancia de romper con los métodos de enseñanza tradicionales para dar paso a nuevas estrategias que inviten a la reflexión y el diálogo en las aulas.

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Conocimiento de matemáticas especializado de los estudiantes para maestro de primaria en relación al razonamiento proporcional

Cited by 9 publications

References 10 publications

Pre-service teachers’ knowledge of the unitizing process in recognizing students’ reasoning to propose teaching decisions

Pre-service teachers’ knowledge of the unitizing process in recognizing students’ reasoning to propose teaching decisions

Primary education degree programs in Alicante, Barcelona and Helsinki: Could the differences in the mathematical knowledge of incoming students be explained by the access criteria?

La construcción de conceptos en Cinemática a través de la argumentación y la activación de actitudes en formación inicial de maestros

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