Explorando o conhecimento do conteúdo pedagógico matemático de professores em formação

M-PCK de futuros maestros

Autores/as

DOI:

https://doi.org/10.34024/prometeica.2023.27.15318

Palabras clave:

futuros docentes, conocimiento del contenido pedagógico, matemáticas

Resumen

El propósito de este estudio transversal fue examinar las percepciones de futuros docentes sobre su conocimiento del contenido pedagógico matemático y determinar el efecto de las variables demográficas (género, grado de escolarización) en su conocimiento del contenido pedagógico matemático. Se utilizó un cuestionario de escala Likert para recopilar datos de 104 futuros profesores. Se utilizaron estadísticas descriptivas y la prueba U de Mann-Whitney para examinar el conocimiento percibido de los maestros en formación sobre estrategias de enseñanza, lenguaje y símbolos matemáticos, e também para examinar conceptos erróneos, el currículo  y la decepciones los professores sobre el conocimiento percibido de los estudiantes. Los resultados muestran que, en general, la mayoría de los futuros docentes tienen una buena percepción con relación a su conocimiento del contenido pedagógico matemático. Consideran la planificación de las clases, el propósito del currículo de matemáticas y las herramientas de evaluación utilizadas en un salón de clases de matemáticas como aspectos importantes de su conocimiento sobre el currículo. También se reveló que su conocimiento percibido de conceptos erróneos les permitiría conocer y anticipar los conceptos erróneos de sus alumnos. Sin embargo, los resultados también indicaron que no hubo una diferencia estadísticamente significativa en el conocimiento del contenido pedagógico matemático de los futuros maestros en función del género y grado de escolaridad. También se discuten las implicaciones del estudio.

Métricas

Cargando métricas ...

Biografía del autor/a

Edgar Sintema, Weizmann Institute of Science

Dr. Edgar J. Sintema holds a PhD in mathematics education from the University of Valladolid (UVa), Spain. He iscurrently a postdoctoral research fellow in the Department of Science Teaching at the Weizmann Institute of Science. His research insterest include mathematical problem solving and its implementation in mathematics classrooms. integration of technology in mathematics instructional practices, mathematics teachers' subject-matter knowledge and pedagogical content knowledge, and teacher professional development using communities of practice.

Mogege Mosimege, University of the Free State

Mogege David Mosimege holds a PhD in Mathematics Education from University of the Western Cape in South Africa. He is currently Professor of Mathematics Education and ETDP SETA Research Chair in Mathematics Education at the University of the Free State. His primary research interest are include Socio-Cultural contexts in mathematics education (Ethnomathematics); Mathematical Modelling; Indigenous Knowledge Systems; and Mathematics Teacher Education

Asvi Heris, DMI-St Eugene University

Asvi Heris holds a Master's degree in mathematics. She is currently a Lecturer of mathematics at DMI-St Eugene University in Zambia. Asvi's research interest include mathematical modelling and teacher mathematical content knowledge. 

Citas

Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.

Attard, C., Grootenboer, P., Attard, E., & Laird, A. (2020). Affect and engagement in STEM education. STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary, 195-212. https://doi.org/10.1007/978-981-15-2821-7_11

Aydin-Gunbatar, S., Ekiz-Kiran, B., & Oztay, E. S. (2020). Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model. Chemistry Education Research and Practice, 21(4), 1063-1082. https://doi.org/10.1039/D0RP00074D

Baki, M., & Arslan, S. (2022). Impact of lesson study on pre-service primary teachers’ mathematical pedagogical content knowledge. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2021.2022225

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special?.

Bukova-Güzel, E., Cantürk-Günhan, B., Kula, S., Özgür, Z., & Elçí, A. N. (2013). Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge. South African Journal of Education, 33(2), 1-21. https://doi.org/10.15700/saje.v33n2a690

Bukova-Güzel, E., Cantürk-Günhan, B., Kula, S., Özgür, Z., & Elçí, A. N. (2013). Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge. South African Journal of Education, 33(2), 1-21. https://doi.org/10.15700/saje.v33n2a690

Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others?. Psychological bulletin, 143(1), 1. https://dx.doi.org/10.1037/bul0000052

Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., ... & Van Dooren, W. (2015). Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and teacher education, 47, 82- 92. https://doi.org/10.1016/j.tate.2014.12.009

Faikhamta, C., Lertdechapat, K., & Prasoblarb, T. (2020). The impact of a PCK-based professional development program on science teachers’ ability to teaching STEM. Journal of Science and Mathematics Education in Southeast Asia, 43.

Gable, G. G. (1994). Integrating case study and survey research methods: an example in information systems. European journal of information systems, 3(2), 112-126.

Gasteiger, H., Bruns, J., Benz, C., Brunner, E., & Sprenger, P. (2020). Mathematical pedagogical content knowledge of early childhood teachers: A standardized situation-related measurement approach. ZDM, 52(2), 193-205. https://doi.org/10.1007/s11858-019-01103-2

George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.

Hughes, J. E. (2003). Toward a model of teachers' technology-learning. Action in teacher education, 24(4), 10- 17. https://doi.org/10.1080/01626620.2003.10463274

Kadarisma, G., Senjayawati, E., & Amelia, R. (2019). Pedagogical content knowledge pre-service mathematics teacher. In Journal of Physics: Conference Series (Vol. 1315, No. 1, p. 012068). IOP Publishing. https://doi.org/10.1088/1742-6596/1315/1/012068

Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal of Mathematics Education, 13(2), 75- 90. https://doi.org/10.12973/iejme/2698

Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods. Routledge.

Neubrand, M. (2018). Conceptualizations of professional knowledge for teachers of mathematics. ZDM, 50(4), 601-612. https://doi.org/10.1007/s11858-017-0906-0

Rahman, N. A., Rosli, R., & Rambely, A. S. (2021b). Validating STEM pedagogical content knowledge scale for secondary school mathematics teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 3666-3678.

Rahman, N. A., Rosli, R., & Rambley, A. S. (2021a). Mathematical teachers’ knowledge of STEM-based education. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012216). IOP Publishing. https://doi.org/10.1088/1742-6596/1/012216

Rahman, N. A., Rosli, R., Rambely, A. S., Siregar, N. C., Capraro, M. M., & Capraro, R. M. (2022). Secondary school teachers’ perceptions of STEM pedagogical content knowledge. Journal on Mathematics Education, 13(1), 119-134. http://doi.org/10.22342/jme.v13i1.pp119-134

Sharma, G. (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), 749-752.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.

Sintema, E. J., & Marbán, J. M. (2020). Pre-service secondary teachers’ mathematical pedagogical content knowledge self-concept related to their content knowledge of functions and students. International Electronic Journal of Mathematics Education, 15(3), em0598. https://doi.org/10.29333/iejme/8327

Song, M. (2020). Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea. International Journal of Comparative Education and Development, 22(2), 131-146. https://doi.org/10.1108/IJCED-02-2019-0016

Tröbst, S., Kleickmann, T., Depaepe, F., Heinze, A., & Kunter, M. (2019). Effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on content knowledge and pedagogical knowledge. Unterrichtswissenschaft, 47(1), 79-97. https://doi.org/10.1007/s42010-019- 00041-y

Vossen, T. E., Henze, I., De Vries, M. J., & Van Driel, J. H. (2020). Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education, 30, 295-320. https://doi.org/10.1007/s10798-019-09507-7

Descargas

Publicado

2023-07-27

Cómo citar

Sintema, E., Mosimege, M., & Heris, A. (2023). Explorando o conhecimento do conteúdo pedagógico matemático de professores em formação: M-PCK de futuros maestros. Prometeica - Revista De Filosofía Y Ciencias, (27), 366–377. https://doi.org/10.34024/prometeica.2023.27.15318
##plugins.generic.dates.received## 2023-07-06
##plugins.generic.dates.published## 2023-07-27

Artículos más leídos del mismo autor/a

Nota: Este módulo requiere de la activación de, al menos, un módulo de estadísticas/informes. Si los módulos de estadísticas proporcionan más de una métrica, selecciona una métrica principal en la página de configuración del sitio y/o en las páginas de propiedades de la revista.

Artículos similares

> >> 

También puede {advancedSearchLink} para este artículo.