Pre-service teachers develop their mathematical knowledge for teaching using manipulative materials in mathematics

Arnal Bailera, Alberto (Universidad de Zaragoza) ; Arnal Palacián, Mónica (Universidad de Zaragoza)

Resumen: This manuscript aims to describe aspects of mathematical knowledge for teaching, MKT, identified in pre-service teachers (PSTs) when explaining an arithmetic property using manipulative materials. In particular, we are interested in the specialized mathematical knowledge, SCK, the pedagogical knowledge related to teaching, KCT, and the knowledge of content and curriculum, KCC. We proposed to record a video to a sample of 27 primary education students enrolled in their first mathematics education course. They had to explain an arithmetic property of natural numbers using manipulative materials. PSTs do not create contexts by the mere presence of manipulative material, but only rely on it for visual purposes; the meaning of these values are modified during the explanation. Evidence has been found of difficulties relating to the SCK such as the inadequate varying of the meanings given to the manipulative material, and to the KCC such as the selecting of an unsuitable material.

Idioma: Inglés

DOI: 10.29333/ejmste/13470

Año: 2023

Publicado en: Eurasia Journal of Mathematics, Science and Technology Education 19, 9 (2023), 1-11
ISSN: 1305-8215

Factor impacto CITESCORE: 4.3 - Applied Mathematics (Q1) - Education (Q1)

Factor impacto SCIMAGO: 0.451 - Education (Q2) - Applied Mathematics (Q2)

Financiación: info:eu-repo/grantAgreement/ES/DGA/S60-23R
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)