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      Conocimientos de docentes de primaria en formación respecto a perímetro y área de polígonos Translated title: Knowledge of elementary teacher trainees regarding the perimeter and area of polygons

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          Abstract

          Resumen El objetivo de la investigación es analizar el conocimiento que docentes de primaria en formación ponen en juego al resolver problemas de perímetro y área de polígonos. Para este propósito, elegimos doce tareas matemáticas: dos vinculadas a conocimientos factuales sobre perímetro y área, cuatro relativas a la comprensión de estos conceptos y seis enfocadas a explorar el uso de procedimientos rutinarios. Junto con el instrumento, diseñamos un código que permitiera realizar una categorización y análisis de las respuestas escritas de los participantes. En este estudio cualitativo participaron 39 estudiantes mexicanos de la licenciatura en Educación Primaria de una escuela Normal. Al analizar las respuestas de los sujetos de estudio identificamos dificultades para proporcionar definiciones formales de los conceptos de perímetro y área, además de que parecen estar más familiarizados con el uso de procedimientos de rutina que con la comprensión de los conceptos.

          Translated abstract

          Abstract The objective of the investigation is to analyze the knowledge which elementary teacher trainees bring to bear when solving problems of perimeter and area of polygons. For this purpose, we chose twelve mathematical tasks: two involving factual knowledge of perimeter and area, four related to comprehension of those concepts, and six focused on exploring the use of routine procedures. With the instrument, we designed a code with which to classify and analyze participants’ written answers. Thirty-nine (39) Mexican undergraduate students in the elementary education program at a teacher train ing school participated in this qualitative study. On analyzing their answers, we identified difficulties in providing formal definitions of the concepts of perimeter and area, and the subjects appear to have greater familiarity with the use of routine procedures than comprehension of concepts.

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          Most cited references34

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          Knowledge and Teaching: Foundations of the New Reform

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            Those Who Understand: Knowledge Growth in Teaching

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              Content Knowledge for Teaching: What Makes It Special?

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                Author and article information

                Journal
                peredu
                Perfiles educativos
                Perfiles educativos
                Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación (México, DF, Mexico )
                0185-2698
                September 2020
                : 42
                : 169
                : 70-87
                Affiliations
                [1] orgnameUniversidad Autónoma de Baja California orgdiv1Facultad de Ciencias Mexico lma.agp@ 123456gmail.com
                [2] orgnameInstituto Politécnico Nacional orgdiv1Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada Mexico mosanchez@ 123456ipn.mx
                Article
                S0185-26982020000300070 S0185-2698(20)04216900070
                10.22201/iisue.24486167e.2020.169.59328
                74fb05b5-873e-41b7-9ccc-9d983200b136

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 19 December 2019
                : 22 March 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 35, Pages: 18
                Product

                SciELO Mexico

                Categories
                Claves

                Conocimiento,Conocimiento matemático,Early teacher training,Matemática educativa,Formación inicial de profesores,Educación normalista,Mathematical knowledge,Teacher training,Educational mathematics,Knowledge

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