Mathematical knowledge of elementary education student teachers: variable analysis
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| Nhiều tác giả: | , |
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| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2021 |
| Miêu tả: | The paper studies the knowledge elementary school student teachers have regarding numbers and geometry. This research study is quantitative and used descriptive and inferential statistical techniques. A total of 20 released questions were selected from the TIMSS test and applied to 97 first-year students in an Elementary Education program. Results were presented in two different sections. The first section shows that those who come from a Bachelor's Degree in Science and have received mathematics in the last two years obtained higher scores (p < 0.05). The second section indicates that students obtain higher scores in the number content domain and the knowing cognitive domain (p < 0.05). The study will strengthen the weaknesses presented by the groups of students when redesigning the Teaching and Learning Mathematics course. |
| Quốc gia: | Portal de Revistas UNA |
| Tổ chức giáo dục: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/14396 |
| Truy cập trực tuyến: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/14396 |
| Từ khóa: | Arithmetic geometry teachers in training elementary education reasoning TIMSS Mathematics education Mathematical knowledge Aritmética geometría profesores en formación Educación Primaria razonamiento educación matemática conocimiento matemático geometria professores em formação Ensino Fundamental raciocínio Educação matemática Conhecimentos matemáticos |