Conocimiento matemático sobre números y operaciones de los estudiantes de magisterio
- Araceli Gutiérrez Gutiérrez 1
- Pedro Gómez 2
- Luis Rico 1
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1
Universidad de Granada
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2
Universidad de Los Andes
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ISSN: 1139-613X, 2174-5374
Datum der Publikation: 2016
Ausgabe: 19
Nummer: 1
Seiten: 135-158
Art: Artikel
Andere Publikationen in: Educación XX1: Revista de la Facultad de Educación
Ziele für nachhaltige Entwicklung
Zusammenfassung
In this paper we characterize the mathematical knowledge of numbers and operations that Spanish future primary teachers showed in TEDS-M 2008 (Teacher Education and Development Study in Mathematics). We analyzed their answers from TEDS-M 2008 future teachers’ questionnaires in order to establish the knowledge that was necessary to correctly answer the questions that assessed the conceptual domain of numbers and the knowledge involved when they were answered incorrectly. We classified the results based on the type of numerical problem posed, the level of curricular content involved and the cognitive domain assessed by each question. We found that Spanish future primary teachers had sufficient knowledge of the primary and lower secondary content questions with the exception of working with the concepts of reason / proportion / percentage and the translation of a simple subtraction of fractions into a word problem. Even though they reported knowing about the density of irrational numbers, Spanish future teachers showed insufficient knowledge of advanced mathematics content. Since teachers’ mathematical knowledge influences the numerical literacy of students, these results can be useful for the design of the syllabi of the Primary Teacher Grade in Spain.
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