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]

  • Datos identificativos

    Identificador: imarina:9242306
    Handle: https://hdl.handle.net/20.500.11797/imarina9242306
    Autores:
    Segarra JJulià C
    Resumen:
    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

  • Otros:

    Autor según el artículo: Segarra J; Julià C
    Departamento: Enginyeria Informàtica i Matemàtiques
    Autor/es de la URV: Julià Ferré, Maria Carmen / Segarra Escandón, Jaime Rodrigo
    Palabras clave: Primary education Pre-service teachers Numbers Geometry
    Resumen: 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.
    Áreas temáticas: Serviço social Química Odontología Multidisciplinary Matemática / probabilidade e estatística Historia Geografía Filosofía Ensino Education Educação Ciências biológicas i Ciências agrárias i Biodiversidade
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: carme.julia@urv.cat
    Identificador del autor: 0000-0003-3440-6175
    Fecha de alta del registro: 2024-07-27
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: http://www.periodicos.ulbra.br/index.php/acta/article/view/6085
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Revista Acta Scientiae. 23 (6): 1-27
    Referencia 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 del artículo: 10.17648/acta.scientiae.6085
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2021
    Tipo de publicación: Journal Publications

  • Palabras clave:

    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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