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Knowledge of numbers and geometry of pre-service teachers in the primary education degree [Conhecimento dos Números e Geometria dos futuros professores do Ensino Primário]

  • Dades identificatives

    Identificador: imarina:9242306
    Handle: https://hdl.handle.net/20.500.11797/imarina9242306
    Autors:
    Segarra JJulià C
    Resum:
    Background: The study of the initial mathematical knowledge of primary education teachers in training is considered important, since this knowledge influences that of the students. Objectives: to study the initial knowledge of numbers and geometry of the pre-service teachers. In addition, some of the mistakes they make are analysed. Design: to carry out the study, 20 questions released from the TIMSS tests were used, specifically, arithmetic (numbers) and geometry questions were selected. Setting and Participants the TIMSS-type test was applied to 97 first-year pre-service teachers. Data collection and analysis: This research is quantitative and the sample used in this investigation is a purposive sample, participants answered a questionnaire with questions the knowledge of mathematical content in numbers and geometry. Results: the results indicate that, in general, the students present greater difficulties in the geometry questions. Specifically, 36% of students fail geometry, while 14% fail in the case of numbers. In problem-type questions, which belong to the cognitive domains of application and reasoning, a high percentage of errors and blank answers are obtained. Finally, in the study of errors, the difficulties that students have with the decimal numbering system are shown. It is also observed that they present difficulties in the matter of geometric measurements (areas, perimeters and volumes). Conclusions: In this research, on the one hand, weaknesses that can be reinforced by means of the mathematics subjects of the Degree have been detected. On the other hand, errors about the decimal numbering system should be a warning indicator to try to improve its understanding during the Primary Education stage, which is when it is introduced. © 2021 Lutheran University

  • Altres:

    Autor segons l'article: Segarra J; Julià C
    Departament: Enginyeria Informàtica i Matemàtiques
    Autor/s de la URV: Julià Ferré, Maria Carmen / Segarra Escandón, Jaime Rodrigo
    Paraules clau: Primary education Pre-service teachers Numbers Geometry
    Resum: Background: The study of the initial mathematical knowledge of primary education teachers in training is considered important, since this knowledge influences that of the students. Objectives: to study the initial knowledge of numbers and geometry of the pre-service teachers. In addition, some of the mistakes they make are analysed. Design: to carry out the study, 20 questions released from the TIMSS tests were used, specifically, arithmetic (numbers) and geometry questions were selected. Setting and Participants the TIMSS-type test was applied to 97 first-year pre-service teachers. Data collection and analysis: This research is quantitative and the sample used in this investigation is a purposive sample, participants answered a questionnaire with questions the knowledge of mathematical content in numbers and geometry. Results: the results indicate that, in general, the students present greater difficulties in the geometry questions. Specifically, 36% of students fail geometry, while 14% fail in the case of numbers. In problem-type questions, which belong to the cognitive domains of application and reasoning, a high percentage of errors and blank answers are obtained. Finally, in the study of errors, the difficulties that students have with the decimal numbering system are shown. It is also observed that they present difficulties in the matter of geometric measurements (areas, perimeters and volumes). Conclusions: In this research, on the one hand, weaknesses that can be reinforced by means of the mathematics subjects of the Degree have been detected. On the other hand, errors about the decimal numbering system should be a warning indicator to try to improve its understanding during the Primary Education stage, which is when it is introduced. © 2021 Lutheran University of Brazil. All rights reserved.
    Àrees temàtiques: Serviço social Química Odontología Multidisciplinary Matemática / probabilidade e estatística Historia Geografía Filosofía Ensino Education Educação Ciências biológicas i Ciências agrárias i Biodiversidade
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: carme.julia@urv.cat
    Identificador de l'autor: 0000-0003-3440-6175
    Data d'alta del registre: 2024-07-27
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: http://www.periodicos.ulbra.br/index.php/acta/article/view/6085
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Revista Acta Scientiae. 23 (6): 1-27
    Referència de l'ítem segons les normes APA: Segarra J; Julià C (2021). Knowledge of numbers and geometry of pre-service teachers in the primary education degree [Conhecimento dos Números e Geometria dos futuros professores do Ensino Primário]. Revista Acta Scientiae, 23(6), 1-27. DOI: 10.17648/acta.scientiae.6085
    DOI de l'article: 10.17648/acta.scientiae.6085
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2021
    Tipus de publicació: Journal Publications

  • Paraules clau:

    Education,Multidisciplinary
    Primary education
    Pre-service teachers
    Numbers
    Geometry
    Serviço social
    Química
    Odontología
    Multidisciplinary
    Matemática / probabilidade e estatística
    Historia
    Geografía
    Filosofía
    Ensino
    Education
    Educação
    Ciências biológicas i
    Ciências agrárias i
    Biodiversidade

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