Teaching practice: Contributions to Spanish prospective mathematics teachers

Raquel Fernández-Cézar; Alfonso Jiménez-Alcázar; Mª Ángeles Huete Huete; Marcos Vinicios Rabelo Procópio; Melody García-Moya

doi:10.29333/ejmste/15200

Raquel Fernández-Cézar ¹ ^* , Alfonso Jiménez-Alcázar ¹ , Mª Ángeles Huete Huete ¹ , Marcos Vinicios Rabelo Procópio ¹ , Melody García-Moya ¹

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¹ Department of Mathematics, Faculty of Education of Toledo, Castilla-La Mancha University, Ciudad Real, SPAIN^* Corresponding Author

Abstract

Prospective primary education (PE) teachers of mathematics are trained on university programs which include core subjects in the field of the didactics of mathematics. However, these subjects have no general practical component. Therefore, this research aims to analyze the contribution of practical courses to the development of good practice in mathematics education. For this purpose, an ethnographic study was carried out with the participation of 23 prospective teachers who completed a questionnaire with closed and open-ended questions. The closed responses were analyzed by frequency and percentage, and the open-ended responses were analyzed using the ATLAS.ti software (v. 22) (ATLAS.ti, 2022). The results show that most of the prospective teachers identified principles of good practice in mathematics classes, and most of them found a relationship between their initial training and what they experienced in these classrooms. In the light of the results, contributions are made to improve the initial training of mathematics teachers in PE.

Keywords

primary education
higher education
prospective teachers
mathematics
good practice

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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 10, October 2024, Article No: em2516

https://doi.org/10.29333/ejmste/15200

Publication date: 01 Oct 2024

Online publication date: 25 Sep 2024

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Article Downloads: 33

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How to cite this article

APA

Fernández-Cézar, R., Jiménez-Alcázar, A., Huete Huete, M. Á., Rabelo Procópio, M. V., & García-Moya, M. (2024). Teaching practice: Contributions to Spanish prospective mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2516. https://doi.org/10.29333/ejmste/15200

Vancouver

Fernández-Cézar R, Jiménez-Alcázar A, Huete Huete MÁ, Rabelo Procópio MV, García-Moya M. Teaching practice: Contributions to Spanish prospective mathematics teachers. EURASIA J Math Sci Tech Ed. 2024;20(10):em2516. https://doi.org/10.29333/ejmste/15200

AMA

Fernández-Cézar R, Jiménez-Alcázar A, Huete Huete MÁ, Rabelo Procópio MV, García-Moya M. Teaching practice: Contributions to Spanish prospective mathematics teachers. EURASIA J Math Sci Tech Ed. 2024;20(10), em2516. https://doi.org/10.29333/ejmste/15200

Chicago

Fernández-Cézar, Raquel, Alfonso Jiménez-Alcázar, Mª Ángeles Huete Huete, Marcos Vinicios Rabelo Procópio, and Melody García-Moya. "Teaching practice: Contributions to Spanish prospective mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 10 (2024): em2516. https://doi.org/10.29333/ejmste/15200

Harvard

Fernández-Cézar, R., Jiménez-Alcázar, A., Huete Huete, M. Á., Rabelo Procópio, M. V., and García-Moya, M. (2024). Teaching practice: Contributions to Spanish prospective mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2516. https://doi.org/10.29333/ejmste/15200

MLA

Fernández-Cézar, Raquel et al. "Teaching practice: Contributions to Spanish prospective mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 10, 2024, em2516. https://doi.org/10.29333/ejmste/15200