Articles producció científica> Enginyeria Informàtica i Matemàtiques

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]

  • Identification data

    Identifier: imarina:9242306
    Handle: https://hdl.handle.net/20.500.11797/imarina9242306
    Authors:
    Segarra JJulià C
    Abstract:
    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

  • Others:

    Author, as appears in the article.: Segarra J; Julià C
    Department: Enginyeria Informàtica i Matemàtiques
    URV's Author/s: Julià Ferré, Maria Carmen / Segarra Escandón, Jaime Rodrigo
    Keywords: Primary education Pre-service teachers Numbers Geometry
    Abstract: 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.
    Thematic Areas: Serviço social Química Odontología Multidisciplinary Matemática / probabilidade e estatística Historia Geografía Filosofía Ensino Education Educação Ciências biológicas i Ciências agrárias i Biodiversidade
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: carme.julia@urv.cat
    Author identifier: 0000-0003-3440-6175
    Record's date: 2024-07-27
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: http://www.periodicos.ulbra.br/index.php/acta/article/view/6085
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Revista Acta Scientiae. 23 (6): 1-27
    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
    Article's DOI: 10.17648/acta.scientiae.6085
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2021
    Publication Type: Journal Publications

  • Keywords:

    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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