Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: an Approach Based on the Design of Tasks Involving Patterns
This study analyzes the mathematical knowledge of 40 pre-service Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains of the Mathematical Knowledge for Teaching (MKT) model, we have adopte...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/22803 |
| Acceso en línea: | http://hdl.handle.net/10256/22803 |
| Access Level: | acceso abierto |
| Palabra clave: | Àlgebra lineal -- Ensenyament -- Xile Algebras, Linear -- Study and teaching -- Chile Àlgebra lineal -- Educació primària -- Xile Algebras, Linear -- Study and teaching (Primary) -- Chile Àlgebra lineal -- Educació infantil -- Xile Algebras, Linear -- Study and teaching (Preschool) -- Chile Mestres -- Formació -- Xile Elementary school teachers -- Training of -- Chile Mestres d'educació infantil -- Formació -- Xile Preschool teachers -- Training of -- Chile |
| Sumario: | This study analyzes the mathematical knowledge of 40 pre-service Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains of the Mathematical Knowledge for Teaching (MKT) model, we have adopted a descriptive qualitative methodological approach that relies on the content analysis technique. The results show that pre-service teachers exhibit little mathematical knowledge in the description of the mathematical tasks they pose, addressing partial aspects of the subdomains of specialized content knowledge and knowledge of content and teaching. We conclude that training experiences should be given that allow students to further their acquisition of mathematical knowledge in order to achieve effective learning of the contents that early algebra promotes, such as patterns, in Early Childhood and Primary Education classrooms |
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