Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study

• Ferretti, Federica ^[1]
  1. [1] Free University of Bozen-Bolzano

     Free University of Bozen-Bolzano

     Bolzano, Italia

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 14, Nº. 3, 2020, págs. 226-240
• Idioma: inglés
• DOI: 10.30827/pna.v14i3.10272
• Títulos paralelos:
  • El conocimiento especializado del profesor de matemáticas de futuros maestros de primaria: un estudio exploratorio
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La importancia de un buen dominio del conocimiento matemático especializado para los futuros profesores de matemáticas está aceptada internacionalmente. Este artículo presenta un estudio exploratorio destinado a investigar cómo los cursos de educación matemática afectan el Conocimiento Especializado de Profesor de Matemáticas (MTSK) de futuros profesores de educación primaria. Se administró un cuestionario a una muestra de 118 futuros profesores y se analizaron sus respuestas con el modelo MTSK. La investigación pone de relieve los comentarios positivos sobre la eficacia del laboratorio de enseñanza de las matemáticas que se puso en marcha, y permite realizar un esbozo delas creencias y los conocimientos de los futuros profesores.

  • English

    The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers’ Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was staged, and provides an outline of the beliefs and the knowledge of the prospective teachers. 

• Referencias bibliográficas
  • Anderson, W. F. (1971). Arithmetic in Maya numerals. American Antiquity, 36(1), 54-63.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of teacher education,...
  • Baroody, A. (1990). How and when should place-value skills be taught? Journal for Research in Mathematics Education, 21(4), 281-286.
  • Brousseau, G. (1997). Theory of didactical situations in mathematics. Dortrecht, The Netherlands: Kluwer Academic.
  • Carrillo-Yáñez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., ... & Ribeiro, M. (2018). The mathematics...
  • De Castro, C., Castro, E., & Segovia, I. (2004). Errores en el ajuste del valor posicional en tareas de estimación: estudio con maestros...
  • Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept...
  • Di Martino, P., Coppola, C., Mollo, M., Pacelli, T., & Sabena, C. (2013). Pre-service primary teachers’ emotions: The math-redemption...
  • Dutton, W. H. (1951). Attitudes of prospective teachers toward arithmetic. The Elementary School Journal, 52(2), 84-90.
  • Ferretti, F., & Maffia, A. (2019). The pedagogical content knowledge of pre-service mathematics teachers. In M. Graven, H. Venkat, A....
  • Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of...
  • Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66(2), 131-143.
  • Gardner, H. (1999). The disciplined mind. New York, NY: Simon & Schuster.
  • Lara-Alecio, R., Irby, B. J., & Morales-Aldana, L. (1998). A mathematics lesson from the Mayan civilization. Teaching Children Mathematics,...
  • Leder, G. C., & Forgasz, H. J. (2006). Affect and mathematics education: PME perspectives. In A. Gutiérrez & P. Boero (Eds.), Handbook...
  • Ministero dell’Istruzione, Università e Ricerca (MIUR) (2012). Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo...
  • Morley, S. G. (1915). An introduction to the study of the Maya hieroglyphs. Bureau of American Ethnology, 57, 1-276.
  • Montes, M. A., Contreras, L. C., Liñán, M. M., Muñoz-Catalán, M. C., Climent, N., & Carrillo, J. (2015). The arithmetic knowledge of prospective...
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author
  • Okigbo, E. C., & Osuafor, A. M. (2008). Effect of using mathematics laboratory in teaching mathematics on the achievement of mathematics...
  • Patton, M. (2002). Qualitative research and evaluation methods. London, United Kingdom: Sage.
  • Phillips, R. B. (1973). Teacher attitude as related to student attitude and achievement in elementary school mathematics. School Science and...
  • Philippou, G. N., & Christou, C. (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes...
  • Raymond, A. M., & Santos, V. (1995). Preservice elementary teachers and self-reflection: How innovation in mathematics teacher preparation...
  • Robert, A., & Robinet, J. (1996). Prise en compte du méta en didactique des mathématiques. Recherches en Didactique des Mathématiques,...
  • Salyers, G. D. (1954). The number system of the Mayas. Mathematics Magazine, 28(1), 44-48.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Smith, F. (1964). Prospective teachers’ attitudes toward arithmetic. The Arithmetic Teacher, 11(7), 474-477.
  • Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation...
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.