Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education

Simple item page
dc.catalogadoryvc
dc.contributor.authorRojas, Francisco
dc.contributor.authorAlbarracín, Lluis
dc.contributor.authorChandía, Eugenio
dc.contributor.authorManriquez Ubilla Francisca Macarena
dc.contributor.authorGorgorió, Núria
dc.date.accessioned2025-10-30T16:16:13Z
dc.date.available2025-10-30T16:16:13Z
dc.date.issued2025
dc.description.abstractKnowing the mathematical knowledge of students entering primary teacher education is key to guiding admission or diagnoses to inform teacher education programs. To understand how students' initial mathematical knowledge is organised, the study draws on the idea of Fundamental Mathematical Knowledge, which had been defined as the mathematical knowledge necessary for students to be able to successfully follow subjects about mathematics and teaching during their teacher education. This study examined two questionnaires that were designed in Catalonia and Chile to gauge the disparity between students' mathematical knowledge at the beginning of their teacher education. and a specification of Fundamental Mathematical Knowledge defined around curricular content blocks. The scores obtained in both questionnaires by two groups of students—one in Barcelona and another in Santiago de Chile—constituted the data. The quantitative analysis of the data enabled the psychometrically validation of the instruments for the measurement of students' initial mathematical knowledge and revealed that the structure of this knowledge was unidimensional and behaved as a single latent construct. From the study is was concludedthat teacher education programs should be aimed at progressing towards the development of a deeper understanding of elementary mathematics and its conceptual connections.
dc.description.funderInterdisciplina II18001, Pontificia Universidad Católica de Chile: "International Validation of Instruments for the Characterization of the School Mathematical Knowledge of Future Teachers of Mathematics in Primary Education" (INTERDISICPLINA II18001—Pontificia Universidad Católica de Chile), "Study of the Requirements for Admission to Primary Education Teacher Degrees from the Perspective of Mathematical Knowledge" (EDU2017-82427-R—Ministry of Economy, Industry and Competitiveness, Spain); Basal Project CIAE (ANID/PIA/Basal funds for Centres of Excellence FB0003 – Universidad de Chile).
dc.fechaingreso.objetodigital2025-10-30
dc.format.extent22 páginas
dc.fuente.origenSIPA
dc.identifier.urihttps://mted.merga.net.au/index.php/mted/article/view/1133
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/106433
dc.information.autorucFacultad de Educación; Manríquez Ubilla, Francisca Macarena; S/I; 249820
dc.issue.numero2
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherMathematics Education Research Group of Australasia, Inc.
dc.revistaMathematics Teacher Education and Development
dc.rightsacceso restringido
dc.subjectFundamental mathematical knowledge
dc.subjectMathematics teacher education
dc.subjectStudent teachers
dc.subjectAssessment instrument validation
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleExploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
dc.typeartículo
dc.volumen27
sipa.codpersvinculados249820
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Knowing the mathematical knowledge of students entering prim.pdf
Size:
34.51 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Artículos de revistas