Conocimiento matemático de estudiantes para docentes de Educación Primaria: Análisis de variables

Segarra, Jaime; Julià, Carme

doi:10.15359/ru.35-1.8

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…The other questions maintain the structure of the TIMSS test and will be referred as objective questions. This TIMSS type test was used in the investigation of (Segarra & Julià, 2021).…”

Section: Instrumentmentioning

confidence: 99%

Knowledge of Numbers and Geometry of Pre-Service Teachers in the Primary Education Degree

Segarra

Julià

2021

Acta Sci.

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Background:The study of the initial mathematical knowledge of primary education teachers in training is considered important, since this knowledge influences that of the students. Objectives: to study the initial knowledge of numbers and geometry of the pre-service teachers. In addition, some of the mistakes they make are analysed. Design: to carry out the study, 20 questions released from the TIMSS tests were used, specifically, arithmetic (numbers) and geometry questions were selected. Setting and Participants the TIMSS-type test was applied to 97 first-year pre-service teachers. Data collection and analysis: This research is quantitative and the sample used in this investigation is a purposive sample, participants answered a questionnaire with questions the knowledge of mathematical content in numbers and geometry. Results: the results indicate that, in general, the students present greater difficulties in the geometry questions. Specifically, 36% of students fail geometry, while 14% fail in the case of numbers. In problem-type questions, which belong to the cognitive domains of application and reasoning, a high percentage of errors and blank answers are obtained. Finally, in the study of errors, the difficulties that students have with the decimal numbering system are shown. It is also observed that they present difficulties in the matter of geometric measurements (areas, perimeters and volumes). Conclusions: In this research, on the one hand, weaknesses that can be reinforced by means of the mathematics subjects of the Degree have been detected. On the other hand, errors about the decimal numbering system should be a warning indicator to try to improve its understanding during the Primary Education stage, which is when it is introduced.

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“…The other questions maintain the structure of the TIMSS test and will be referred as objective questions. This TIMSS type test was used in the investigation of (Segarra & Julià, 2021).…”

Section: Instrumentmentioning

confidence: 99%

Knowledge of Numbers and Geometry of Pre-Service Teachers in the Primary Education Degree

Segarra

Julià

2021

Acta Sci.

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Mathematical knowledge for teaching in Pre-Service teachers from the Complementary Training Program of the Escuela Normal Superior Cristo Rey from Barrancabermeja.

Ávila-Ascanio

Gualdrón-Pinto

2023

Preprint

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This study analyzes the state of mathematical competencies of pre-service teachers of the Complementary Training Program (CTP) of the Escuela Normal Superior Cristo Rey, from Barrancabermeja, Colombia and compares it with the results obtained in a private and an official university. The research has a quantitative, non-experimental, longitudinal approach, having as variable the mathematical knowledge of the students of the sample, from a comparative analysis of the levels of Mathematical Knowledge for Teaching (MKT) at the beginning -first semester- and at the end -fourth semester- of the educational process. The test measures three mathematical competencies: reasoning, communication and problem solving. The results show that in all samples there is low performance in the communicative competence and that students in the first semester of the public university show better competencies than those in the Complementary Training Program (CTP) and private university, in that order. However, at the end of the course, it is the CTP students who show better performance than their public and private university counterparts. This could be due to the emphasis on science and mathematics didactics, as well as the constant exposure to class planning and professional practices. In conclusion, students, future teachers, both in their first and last semesters, need to reinforce their communicative competence in mathematics and their exposure to professional practices should be privileged throughout their careers.

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Conocimiento matemático de estudiantes para docentes de Educación Primaria: Análisis de variables

Cited by 2 publications

References 12 publications

Knowledge of Numbers and Geometry of Pre-Service Teachers in the Primary Education Degree

Knowledge of Numbers and Geometry of Pre-Service Teachers in the Primary Education Degree

Mathematical knowledge for teaching in Pre-Service teachers from the Complementary Training Program of the Escuela Normal Superior Cristo Rey from Barrancabermeja.

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