Knowledge of preservice elementary teachers on fractions

 

Salvato in:
Dettagli Bibliografici
Autori: Castro-Rodríguez, Elena, Rico, Luis
Natura: artículo original
Status:Versión publicada
Data di pubblicazione:2021
Descrizione:In this paper, we studied the knowledge on didactic contents reflected by future elementary teachers when answering questions related to teaching and learning fractions. Following a qualitative methodology, specifically a case study, 9 senior pre-service elementary teachers were interviewed using a structured approach. The topic was presented to the subjects using a narrative they had previously written on how to initiate the concept of fractions with school children. After reading it, they were asked questions regarding task design, learning objectives, and mistakes and difficulties. Results identified two trends in the participants’ knowledge: a procedural or technical trend in which the stated knowledge emphasizes procedures, processes, or action modes, and a conceptual or cognitive trend in which the stated knowledge emphasizes the functional understanding of fractions and their relationships. As a conclusion, it is essential that initial teacher training emphasizes mathematical as well as didactic contents.
Stato:Portal de Revistas UNA
Istituzione:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Lingua:Inglés
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OAI Identifier:oai:ojs.www.una.ac.cr:article/14502
Accesso online:https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/14502
Keyword:Didactic analysis
Pedagogical content knowledge
Didactic content
Preservice teacher training
Fractions
Mathematical knowledge
Mathematics education
Análisis didáctico
contenidos didácticos
conocimiento en contenidos didácticos
formación de profesorado
fracciones
conocimiento matemático
educación matemática
Análise didáctica
Conteúdos didáticos
Formação de docentes
Frações
Conhecimento matemático
Educação matemática