scholarly journals Caracterización del significado de múltiplo por maestros en formación

2016 ◽  
Vol 10 (2) ◽  
pp. 111-134
Author(s):  
Ángel López ◽  
Encarnación Castro ◽  
María C. Cañadas
Keyword(s):  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Practice Session ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Structure Representation ◽  
Representation Systems ◽  
Multiple Product

Este trabajo forma parte de una investigación centrada en la divisibilidad en Z+. Los sujetos participantes son maestros en formación. Uno de los objetivos de la investigación consiste en caracterizar los significados que muestran los maestros en formación sobre el concepto de múltiplo. Este artículo recoge los resultados obtenidos en relación con dicho objetivo. Analizamos las producciones escritas de 37 maestros en formación obtenidas en una sesión práctica de aula, diseñada y desarrollada en el contexto de un experimento de enseñanza. Realizamos la caracterización de los significados a través de los elementos del análisis didáctico: estructura conceptual, sistemas de representación y fenomenología. Los maestros en formación mostraron mayoritariamente tres significados de múltiplo: producto, relación y dividendo en una división exacta. Characterizing the meaning of multiple by pre-service elementary school teachers This paper is part of a wider study focused on divisibility. Participants were prospective elementary teachers. One of the aims of the research is to characterize the meanings of multiple shown by prospective teachers. In this paper, we present the results concerning this aim. We analyse the productions of 37 prospective elementary teachers collected in a practice session, designed and developed in the context of a teaching experiment. We characterize the meanings through the following elements of the didactic analysis: conceptual structure, representation systems and phenomenology. Prospective teachers showed mostly three meanings of multiple: product, relationship and dividend in an exact division.Handle: http://hdl.handle.net/10481/39495WOS-ESCI

ONE POINT OF VIEW: The morning after

1971 ◽  
Vol 18 (4) ◽  
pp. 213-214
Author(s):  
Henry Van Engen
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Colleges And Universities ◽  
Point Of View ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
The Past

Events in the past ten years have made it necessary and desirable for colleges and universities to increase their course requirements in mathematics for elementary school teachers. There has been little or no opposition to this trend except as one finds it in individual colleges when there is a proposal to change course requirements. In mathematics the change has been in the direction of doubling or trebling the number of credits in mathematics required of prospective elementary teachers.

Attitudes of prospective elementary school teachers toward mathematics and three other subject areas

1968 ◽  
Vol 15 (2) ◽  
pp. 169-175
Author(s):  
Robert B. Kane
Keyword(s):  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Teaching Mathematics ◽  
Point Scale ◽  
Curriculum Revision ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Learning And Teaching ◽  
Attitudes Toward Learning ◽  
Subject Areas

Studies of attitudes toward learning and teaching mathematics have been reported throughout a period of extensive curriculum revision. Dutton (1951, 1954, 1956, 1962, as c ited in the bibliography) developed scales to asess a ttitudes of prospective elementary teachers and children toward arithmetic. When he compared the responses to his scales in 1954 and 1962, he concluded that no significant changes in the a ttitude of prospective e lementa ry teachers and children toward arithmetic had occurred between those two years. Smith (1964) later administe red the Dutton scales to prospective elementary teachers. When he compared his results with Dutton's of 1954, he found that the 1964 group was more favorably inclined toward arithmetic than the 1954 group. Smith based th is conclusion on the results of the subject's self-rated feelings toward arithmetic as indicated on an e leven-point scale from “strongly against” to “strongly in favor.” Of Smith's subjects, 88.6 percent declared themselves either neutral or favorable toward arithmetic, compared with 79.5 percent of Dutton's subjects.

A Combined Content-Methods Course for Elementary Mathematics Teachers

1960 ◽  
Vol 7 (3) ◽  
pp. 138-140
Author(s):  
Clarence Phillips
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Colleges And Universities ◽  
Methods Course ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Elementary School Mathematics

Colleges and Universities have the responsibility of training prospective elementary teachers in the teaching of elementary mathematics. These teachers must be trained so that they can teach elementary school mathematics for meaning and understanding. In addition to training prospective elementary school teachers, the colleges and universities also have the responsibility of acquainting teachers in-service with the “newer” approach in teaching elementary mathematics. In this article, I will use “elementary teachers” as including both groups.

scholarly journals Prospective elementary school teachers’ proportional reasoning

2012 ◽  
Vol 7 (1) ◽  
pp. 1-19
Author(s):  
Gabriela Valverde ◽  
Encarnación Castro
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Proportional Reasoning ◽  
School Teachers ◽  
Multiplicative Structure ◽  
Prospective Elementary Teachers ◽  
Educación Primaria ◽  
Futuros Maestros ◽  
Direct Proportionality

We present the findings of a study on prospective elementary teachers’ proportional reasoning. After describing some of the teachers’ performance in solving multiplicative structure problems that involve ratios and relations of direct proportionality between quantities, we were able to establish classifications of their answers according to various categories of proportional reasoning.Razonamiento proporcional de futuros maestros de educación primariaPresentamos los resultados de un estudio sobre el razonamiento proporcional de futuros maestros de educación primaria. Describimos las actuaciones manifestadas por un grupo de estudiantes de magisterio de la Universidad de Granada al resolver problemas de estructura multiplicativa que involucran razones y relaciones de proporcionalidad directa entre cantidades. Encontramos que sus respuestas se clasifican en distintas categorías de razonamiento proporcional.Handle: http://hdl.handle.net/10481/21533Nº de citas en WOS (2017): 2 (Citas de 2º orden, 1)Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 0)

Building and Understanding Multiplicative Relationships: A Study of Prospective Elementary Teachers

1994 ◽  
Vol 25 (5) ◽  
pp. 472-494 ◽  
Author(s):  
Martin A. Simon ◽  
Glendon W. Blume
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Quantitative Reasoning ◽  
Rectangular Region ◽  
Rectangular Array ◽  
Prospective Elementary Teachers ◽  
Multiplicative Relationship ◽  
Whole Class

This study focused on understanding the evaluation of the area of a rectangular region as a multiplicative relationship between the lengths of the sides. The analysis of data from a whole-class teaching experiment involving prospective elementary teachers resulted in the development of a description of the quantitative reasoning involved. Important aspects of this reasoning include the anticipation of a rectangular array of units as the structure of the area quantity and the subsequent constituting of the units based on the linear measures. The analysis of the prospective teachers' understandings proved useful in generating additional problems. The teachers' engagement with these problems resulted in their developing more complete understandings of the constitution of area units.

A mathematics course for prospective elementary school teachers

1963 ◽  
Vol 10 (4) ◽  
pp. 208-211
Author(s):  
Jerry Shryock
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
Intended Purpose ◽  
Mathematics Educators ◽  
Mathematics Course

What mathematical topics are appropriate for study in a background course for prospective elementary teachers of arithmetic? Are mathematics educators in agreement as to which topics should be introduced in such a course? Are textbooks suitable for such a course currently available? The intended purpose of this report is to answer these and related questions.

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

Preparation in mathematics for elementary school teachers

1967 ◽  
Vol 14 (3) ◽  
pp. 198-199
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
College Mathematics ◽  
School Teachers ◽  
Undergraduate Program ◽  
Mathematical Association ◽  
Areas Of Concern

One of the major areas of concern of the Committee on the Undergraduate Program in Mathematics (CUPM) of the Mathematical Association of America is the college mathematics training of prospective teachers. In order to meet the task of preparing recommendations for improving the undergraduate program in this area, CUPM established its Panel on Teacher Training.

Elementary teachers’ ability to understand concepts used in new mathematics curricula

1968 ◽  
Vol 15 (4) ◽  
pp. 367-371
Author(s):  
Carol Kipps
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Mathematical Knowledge ◽  
School Teachers ◽  
Vast Number ◽  
Mathematics Curricula ◽  
Service Experiences

Today there is widespread concern for helping e leme nta ry school teachers acquire new mathematical knowledge. This is reflected in the vast number of inservice programs being conducted across the country. As yet, however, there has been no gene ral agreement on important goals or reasonable levels of achievement to be expected after a series of prescribed in-service experiences. Characteristically there has been no attempt to find out how much of the new mathematics curricula elementary school teachers understand.

The study of space experiences: a framework for geometry for elementary teachers

1976 ◽  
Vol 23 (3) ◽  
pp. 169-174
Author(s):  
Donald R. Kerr
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
College Courses ◽  
School Teachers ◽  
Geometric Shapes

Elementary school teachers, preservice or inservice, are not usually given the background in geometry that they need. Some college courses for elementary teachers contain no study of geometry. Those courses that do contain geometry may be limited to traditional topics in measurement, some terminology, and certain facts concerning familiar geometric shapes; or they may review the definitions, theorems, and proofs that the teacher has already had in high school. Judging on hearsay, experience, and an analysis of current mathematics texts for teachers, few courses are providing the teacher with what is needed.

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