Teaching practice: Contributions to Spanish prospective mathematics teachers

Prospective primary education (PE) teachers of mathematics are trained on university programs which include core subjects in the field of the didactics of mathematics. However, these subjects have no general practical component. Therefore, this research aims to analyze the contribution of practical...

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Published inEurasia Journal of Mathematics, Science and Technology Education Vol. 20; no. 10; p. em2516
Main Authors Fernández-Cézar, Raquel, Jiménez-Alcázar, Alfonso, Huete Huete, Mª Ángeles, Rabelo Procópio, Marcos Vinicios, García-Moya, Melody
Format Journal Article
LanguageEnglish
Published East Sussex 01.10.2024
Subjects
Mathematics
Mathematics teachers
Online AccessGet full text
ISSN1305-8215
1305-8223
DOI10.29333/ejmste/15200

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Abstract Prospective primary education (PE) teachers of mathematics are trained on university programs which include core subjects in the field of the didactics of mathematics. However, these subjects have no general practical component. Therefore, this research aims to analyze the contribution of practical courses to the development of good practice in mathematics education. For this purpose, an ethnographic study was carried out with the participation of 23 prospective teachers who completed a questionnaire with closed and open-ended questions. The closed responses were analyzed by frequency and percentage, and the open-ended responses were analyzed using the ATLAS.ti software (v. 22) (ATLAS.ti, 2022). The results show that most of the prospective teachers identified principles of good practice in mathematics classes, and most of them found a relationship between their initial training and what they experienced in these classrooms. In the light of the results, contributions are made to improve the initial training of mathematics teachers in PE.
AbstractList Prospective primary education (PE) teachers of mathematics are trained on university programs which include core subjects in the field of the didactics of mathematics. However, these subjects have no general practical component. Therefore, this research aims to analyze the contribution of practical courses to the development of good practice in mathematics education. For this purpose, an ethnographic study was carried out with the participation of 23 prospective teachers who completed a questionnaire with closed and open-ended questions. The closed responses were analyzed by frequency and percentage, and the open-ended responses were analyzed using the ATLAS.ti software (v. 22) (ATLAS.ti, 2022). The results show that most of the prospective teachers identified principles of good practice in mathematics classes, and most of them found a relationship between their initial training and what they experienced in these classrooms. In the light of the results, contributions are made to improve the initial training of mathematics teachers in PE.
Author Fernández-Cézar, Raquel
Jiménez-Alcázar, Alfonso
García-Moya, Melody
Huete Huete, Mª Ángeles
Rabelo Procópio, Marcos Vinicios
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Mathematics teachers
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