Why teach mathematics? – A study with preservice teachers on myths around the justification problem in mathematics education

• Alberto López-López ^[1] ; Mario Sánchez Aguilar ^[2] ; Apolo Castaneda ^[2]
  1. [1] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     
  2. [2] Instituto Politécnico Nacional

     Instituto Politécnico Nacional

     México

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 8, 2022, págs. 2102-2114
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this article we report on a study focused on revealing and categorizing the arguments that preservice mathematics teachers put forward when they are asked about why mathematics is taught, which is a question closely related to the justification problem in mathematics education. Another focus of the study is the identification of myths within such arguments. The study is based on semi-structured interviews with 19 preservice mathematics teachers from Mexico.

    The results show that the arguments of the future teachers to justify the teaching of mathematics can be divided into three categories:

    (1) mathematics is related to the development of mental or thinking skills, (2) mathematics is useful for daily life, and (3) mathematics fosters positive attitudes and emotions. On the other hand, a presence of myths was identified in the arguments of the prospective teachers, namely: (1) the myth of reference, (2) the myth of participation, (3) the myth of importance, and (4) the myth of cognitive development.

    The report concludes by discussing the results and pointing out some future research routes.