000126807 001__ 126807
000126807 005__ 20240705134155.0
000126807 0248_ $$2sideral$$a134211
000126807 0247_ $$2doi$$a10.29333/iji.2023.16419a
000126807 037__ $$aART-2023-134211
000126807 041__ $$aeng
000126807 100__ $$aArnal-Palacián, Mónica
000126807 245__ $$aThe use of social networks by pre-service teachers for the design of mathematical activities
000126807 260__ $$c2023
000126807 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126807 5203_ $$aCurrently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used.
000126807 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-23R
000126807 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000126807 592__ $$a0.0$$b2023
000126807 593__ $$aEducation$$c2023
000126807 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126807 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000126807 773__ $$g16, 4 (2023), 313-328$$tInternational Journal of Instruction$$x1308-1470
000126807 85641 $$uhttps://www.e-iji.net/dosyalar/iji_2023_4_19.pdf$$zTexto completo de la revista
000126807 8564_ $$s824307$$uhttps://zaguan.unizar.es/record/126807/files/texto_completo.pdf$$yVersión publicada
000126807 8564_ $$s1871058$$uhttps://zaguan.unizar.es/record/126807/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000126807 909CO $$ooai:zaguan.unizar.es:126807$$particulos$$pdriver
000126807 951__ $$a2024-07-05-12:49:29
000126807 980__ $$aARTICLE