The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge
Verdugo-Hernández, Paula (Universidad de Talca (Xile))
Caviedes, Sofía (Universidad Internacional de La Rioja)

Data:	2024
Descripció:	18 pàg.
Resum:	This article aims to identify the knowledge that enables a prospective secondary school teacher to mobilize number sense components during a pre-professional practicum. Using a qualitative case study approach, four classroom episodes focused on fractions, percentages, and algebraic language are analyzed. The study involves one prospective teacher and 23 students from a multi-grade school in central-southern Chile. The analysis integrates teacher's specialized knowledge and mathematical working spaces to explore how these frameworks inform the teacher's knowledge. The findings reveal that the teacher employs personal theories, real-life examples, and graphical aids to enhance students' understanding, though there is a reliance on rules and algorithms. While specialized knowledge aids in teaching, there is less emphasis on fostering students' conceptual understanding and judgement. The study recommends improving teacher training programs to better equip prospective teachers in grasping number sense components, highlighting the need for more focused training on its development.
Nota:	Altres ajuts: Paula Verdugo-Hernández acknowledges the financial support provided by the National Research and Development Agency of Chile (ANID) through the National Fund for Scientific and Technological Development for Initiation 2023, Project Folio 11230240.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Number sense ; Mathematics teachers' specialized knowledge ; Mathematical working spaces ; Prospective secondary teachers ; SDG 3 - Good Health and Well-being
Publicat a:	Eurasia journal of mathematics science and technology education, Vol. 20, Núm. 10 (2024) , ISSN 1305-8223

DOI: 10.29333/ejmste/15473

18 p, 696.5 KB

El registre apareix a les col·leccions:
Articles > Articles de recerca
Articles > Articles publicats