Rural teachers’ meanings about teaching of decimal metric system

July Tatiana Gutiérrez Jiménez; Eliécer Aldana Bermúdez; Linda Poleth Montiel Buriticá

doi:10.29333/ejmste/14628

Full Text (PDF)

July Tatiana Gutiérrez Jiménez ¹ ^* , Eliécer Aldana Bermúdez ¹ , Linda Poleth Montiel Buriticá ²

More Detail

¹ Department of Mathematical Education, Quindío University, Armenia, COLOMBIA² Department of Mathematical, Autónoma de Guerrero University, Chilpancingo de los Bravo, MEXICO^* Corresponding Author

Abstract

This article describes and identifies the personal meanings that the multigrade schoolteacher has in the teaching of the decimal metric system, through the facets of didactic mathematical knowledge. In various investigations supported by this theory, the need to apply the notion of facets or didactic suitability as an instructional process in which teachers are knowledgeable and competent in an academic setting, has been visualized. In this sense, the research is framed in teachers of different areas of knowledge that guide mathematics in which ten teachers participated. The data collection is based on the analysis of a diagnostic test and a semi-structured interview. Finally, as one of the relevant results of the research, three epistemic configurations are obtained from the personal meanings identified in the teachers interviewed.

Keywords

teaching
decimal metric system
personal meanings
didactic mathematical knowledge
practicing teachers

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 6, June 2024, Article No: em2456

https://doi.org/10.29333/ejmste/14628

Publication date: 01 Jun 2024

Online publication date: 24 May 2024

Article Views: 444

Article Downloads: 205

Open Access References How to cite this article

References

Amaya De Armas, T. R., Pino-Fan, L. R., & Medina Rivilla, A. (2016). Evaluación del conocimiento de futuros profesores de matemáticas sobre las transformaciones de las representaciones de una función [Evaluation of the knowledge of future mathematics teachers about the transformations of the representations of a function]. Educación Matemática [Mathematics Education], 28(3), 111-144. https://doi.org/10.24844/EM2803.05
Arnal-Bailera, A., & Arnal-Palacián, M. (2023). Pre-service teachers develop their mathematical knowledge for teaching using manipulative materials in mathematics. EURASIA Journal of Mathematics, Science and Technology Education, 19(9), em2318. https://doi.org/10.29333/ejmste/13470
Ávila, A., & García, S. (2020). Relaciones entre área y perímetro: De la intuición inicial a la deducción operatoria. Estudio en niños de alto desempeño académico [Relationships between area and perimeter: From initial intuition to operational deduction. Study in children with high academic performance]. Perfiles Educativos [Educational Profiles], 42(167), 31-52. https://doi.org/10.22201/iisue.24486167e.2019.167.58890
Beltrán-Pellicer, P., & Godino, J. D. (2020). An onto-semiotic approach to the analysis of the affective domain in mathematics education. Cambridge Journal of Education, 50(1), 1-20. https://doi.org/10.1080/0305764X.2019.1623175
Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice. EURASIA Journal of Mathematics Science and Technology Education, 13(6), 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a
Burgos, M., Beltrán-Pellicer, P., Giacomone, B., & Godino, J. D. (2019). Onto-semiotic analysis of a lesson on percentages. In Proceedings of the INTED2019 (pp. 1524-1533). IATED. https://doi.org/10.21125/inted.2019.0462
Burgos, M., Tizón-Escamilla, N., & Chaverri, J. (2024). A model for problem creation: Implications for teacher training. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-023-00482-w
Campo-Meneses, K. G., Font, V., García-García, J., & Sánchez, A. (2021). Mathematical connections activated in high school students’ practice solving tasks on the exponential and logarithmic functions. EURASIA Journal of Mathematics, Science and Technology Education, 17(9), em1998. https://doi.org/10.29333/ejmste/11126
Castro, P., Gómez, P., & Mesa, V. M. (2023). Prácticas del profesor de matemáticas en la ruralidad durante el confinamiento [Practices of the mathematics teacher in rural areas during confinement]. Revista Colombiana de Educación [Colombian Education Magazine], 87, 141-162. https://doi.org/10.17227/rce.num87-12268
Castro, W. F., Pino-Fan, L. R., & Parra-Urrea, Y. (2018). El modelo del conocimiento didáctico-matemático de los maestros: Nuevas perspectivas y horizontes para la formación docente [The model of didactic-mathematical knowledge of teachers: New perspectives and horizons for teacher training]. Revista Colombiana de Matemática Educativa [Colombian Journal of Educational Mathematics], 3(2), 17-25. https://doi.org/10.14483/23448350.6561
Cerezo Gamarra, M. I. (2021). Development of the sense of measurement in primary education: A case study for magnitude ability [Master’s thesis, Almeria University]. https://repositorio.ual.es/handle/10835/13795
Cossío, J. A. M. (2014). Pedagogy and quality of education: A look at rural teacher training. Sophia, 10(1), 14-23. http://www.scielo.org.co/scielo.php?pid=S1794-89322014000100002&script=sci_abstract
Font, V. (2007). Una perspectiva ontosemiótica sobre cuatro instrumentos de conocimiento que comparten un aire de familia: Particular-general, representación, metáfora y contexto [An ontosemiotic perspective on four instruments of knowledge that share a family resemblance: Particular-general, representation, metaphor and context]. Educación Matemática [Mathematics Education], 19(2), 95-128. https://doi.org/10.24844/EM1902.04
Galimova, E. G., Zakharishcheva, M. A., Kolomoets, E. N., Chistyakov, A. A., Prokopyev, A. I., Beloborodova, A. V., & Ilaeva, R. A. (2023). A review of research on pedagogical content knowledge in science and mathematics education in the last five years. EURASIA Journal of Mathematics, Science and Technology Education, 19(2), em2223. https://doi.org/10.29333/ejmste/12837
Giberti, C., Santi, G., & Spagnolo, C. (2023). The role of metaphors in interpreting students’ difficulties in operating with percentages: A mixed method study based on large scale assessment. European Journal of Science and Mathematics Education, 11(2), 297-321. https://doi.org/10.30935/scimath/12642
Godino, J. D., Burgos, M., & Gea, M. M. (2022). The onto-semiotic approach in mathematics education: Analyzing objects and meanings in mathematical practice. In Y. Chevallard, B. Barquero, M. Bosch, I. Florensa, J. Gascón, P. Nicolás, & N. Ruiz-Munzón (Eds.), Advances in the anthropological theory of the didactic (pp. 51-60). Springer. https://doi.org/10.1007/978-3-030-76791-4_5
Gómezescobar, A., Rodrigues, M., & Fernández-Cézar, R. (2023). Children’s understanding of length measurement using a ruler in preschool and primary education: A cross-national longitudinal study. The Journal of Mathematical Behavior, 69, 101048. https://doi.org/10.1016/j.jmathb.2023.101048
Grijalba, R., Mendoza, J., & Mesías, T. (2019). Continuing pedagogical teacher education and Colombian educational quality. Revista Conrado [Conrado Magazine], 15(68), 142-148.
Hernández Barbosa, R. (2014). Some considerations on teacher training for the rural sector. Actualidades Pedagógicas [Pedagogical News], 63, 15-38. https://doi.org/10.19052/ap.2716
Hernández-Yañez, M. E., García-García, J., & Campo-Meneses, K. G. (2023). Conexiones matemáticas asociadas al concepto de ecuación cuadrática que establecen futuros profesores Mexicanos de matemáticas [Mathematical connections associated with the concept of quadratic equation established by future Mexican mathematics teachers]. Uniciencia [Unscience], 37(1), 228-253. https://doi.org/10.15359/ru.37-1.13
Herrera, L., & Buitrago, R. (2015). Educación rural en Boyacá, fortalezas y debilidades desde la perspectiva del profesorado [Rural education in Boyacá, strengths and weaknesses from the perspective of teachers]. Praxis & Saber [Praxis & Knowledge], 6(12), 169-190. https://doi.org/10.19053/22160159.3768
Hill, H. C., Ball, D. L., & Schlling, S. G. (2008). Unpacking pedagogical content knowledge of students. Journal for Research in Mathematics Education, 39, 372-400. https://doi.org/10.5951/jresematheduc.39.4.0372
Martínez, S. I. (2021). La resolución de problemas en básica primaria desde el marco del modelo del conocimiento didáctico matemático [Problem solving in primary school from the framework of the mathematical didactic knowledge model]. Latin American Center for Studies in Pedagogical Epistemology. http://www.eumed.net/rev/reea
Mwale, L. (2021). An analysis of teachers’ explanatory talk that supports learning of standard units of length in standard 4 in Malawi. African Journal of Research in Mathematics, Science and Technology Education, 25(3), 259-268. https://doi.org/10.1080/18117295.2021.2022888
Pino-Fan, L. R. (2014). Evaluación de la faceta epistémica del conocimiento didáctico-matemático de futuros profesores de bachillerato sobre la derivada [Evaluation of the epistemic facet of the didactic-mathematical knowledge of future high school teachers about the derivative] [PhD thesis, Universidad de Granada].
Pino-Fan, L. R., & Godino, J. D. (2015). Perspectiva ampliada del conocimiento didáctico-matemático del profesor [An expanded view of teachers’ didactic-mathematical knowledge]. Paradígma [Paradigma], 36(1), 87-109. https://doi.org/10.37618/PARADIGMA.1011-2251.2015.p87-109.id552
Pino-Fan, L. R., Assis, A., & Castro, W. F. (2015). Towards a methodology for the characterization of teachers’ didactic-mathematical knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a
Pino-Fan, L. R., Godino, J. D., & Font, V. (2018). Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative. Journal of Mathematics Teacher Education, 21, 63-94. https://doi.org/10.1007/s10857-016-9349-8
Quintero-Bacca, A. (2022). Actividades lúdicas para fortalecer el pensamiento lógico-matemático en los estudiantes de grado quinto [Playful activities to strengthen logical-mathematical thinking in fifth grade students]. Aibi Revista de Investigación, Administración e Ingeniería [Aibi Magazine of Research, Administration and Engineering], 10(1), 1-12. https://doi.org/10.15649/2346030X.2497
Ruíz, A. C. (2021). Analysis of difficulties in the teaching and learning of Spanish and mathematics in multi-grade primary schools in Veracruz-Mexico. Tendencias Pedagógicas [Pedagogical Trends], 37, 57-74. https://doi.org/10.15366/tp2021.37.006
Soler, J. (2016). Educación rural en Colombia: Formación de maestros en entornos rurales, su trayectoria y retos [Rural education in Colombia: Teacher training in rural environments, its trajectory and challenges]. International Journal of Humanities and Social Science, 6(11), 33-38. https://www.ijhssnet.com/journal/index/3692
Sua Tarazona, M. E. (2023). Calidad de la educación rural en Colombia: Desigualdades sociales, función social educativa y currículo rural. Confluencia de saberes [Quality of rural education in Colombia: Social inequalities, educational social function and rural curriculum. Confluence of knowledge]. Revista de Educación y Psicología [Journal of Education and Psychology], 7, 31-54. https://dialnet.unirioja.es/servlet/articulo?codigo=9116627
Zamora Guzmán, L. F., & Mendoza Báez, A. P. (2018). Training educators for rural work: The challenge posed by the multigrade rural school in Colombia. Nodos y Nudos [Nodes and Knots], 6(45). https://doi.org/10.17227/nyn.vol6.num45-8326

How to cite this article

APA

Gutiérrez Jiménez, J. T., Aldana Bermúdez, E., & Montiel Buriticá, L. P. (2024). Rural teachers’ meanings about teaching of decimal metric system. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2456. https://doi.org/10.29333/ejmste/14628

Vancouver

Gutiérrez Jiménez JT, Aldana Bermúdez E, Montiel Buriticá LP. Rural teachers’ meanings about teaching of decimal metric system. EURASIA J Math Sci Tech Ed. 2024;20(6):em2456. https://doi.org/10.29333/ejmste/14628

AMA

Gutiérrez Jiménez JT, Aldana Bermúdez E, Montiel Buriticá LP. Rural teachers’ meanings about teaching of decimal metric system. EURASIA J Math Sci Tech Ed. 2024;20(6), em2456. https://doi.org/10.29333/ejmste/14628

Chicago

Gutiérrez Jiménez, July Tatiana, Eliécer Aldana Bermúdez, and Linda Poleth Montiel Buriticá. "Rural teachers’ meanings about teaching of decimal metric system". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 6 (2024): em2456. https://doi.org/10.29333/ejmste/14628

Harvard

Gutiérrez Jiménez, J. T., Aldana Bermúdez, E., and Montiel Buriticá, L. P. (2024). Rural teachers’ meanings about teaching of decimal metric system. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2456. https://doi.org/10.29333/ejmste/14628

MLA

Gutiérrez Jiménez, July Tatiana et al. "Rural teachers’ meanings about teaching of decimal metric system". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 6, 2024, em2456. https://doi.org/10.29333/ejmste/14628