Knowledge of preservice elementary teachers on fractions

dc.creatorCastro-Rodríguez,Elena
dc.creatorRico,Luis
dc.date2021-12-01
dc.date.accessioned2023-09-25T14:24:41Z
dc.date.available2023-09-25T14:24:41Z
dc.identifierhttp://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S2215-34702021000200144
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8819343
dc.descriptionAbstract 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.
dc.formattext/html
dc.languageen
dc.publisherUniversidad Nacional, Costa Rica
dc.relation10.15359/ru.35-2.10
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceUniciencia v.35 n.2 2021
dc.subjectDidactic analysis
dc.subjectPedagogical content knowledge
dc.subjectDidactic content
dc.subjectPreservice teacher training
dc.subjectFractions
dc.subjectMathematical knowledge
dc.subjectMathematics education
dc.titleKnowledge of preservice elementary teachers on fractions
dc.typeinfo:eu-repo/semantics/article


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