Knowledge of preservice elementary teachers on fractions
Tipo de documento
Autores
Lista de autores
Castro-Rodríguez, Elena y Rico, Luis
Resumen
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.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Análisis didáctico | Conocimiento | Estudio de casos | Inicial | Números racionales
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
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