The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge

Paula Verdugo-Hernández; Sofía Caviedes Barrera

doi:10.29333/ejmste/15473

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Paula Verdugo-Hernández ¹ ^* , Sofía Caviedes Barrera ²

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¹ Escuela de Pedagogía en Ciencias Naturales y Exactas, Facultad de Ciencias de La Educación, Universidad de Talca, Linares, CHILE² Universidad Internacional de La Rioja, SPAIN^* Corresponding Author

Abstract

This article aims to identify the knowledge that enables a prospective secondary school teacher to mobilize number sense components during a pre-professional practicum. Using a qualitative case study approach, four classroom episodes focused on fractions, percentages, and algebraic language are analyzed. The study involves one prospective teacher and 23 students from a multi-grade school in central-southern Chile. The analysis integrates teacher’s specialized knowledge and mathematical working spaces to explore how these frameworks inform the teacher’s knowledge. The findings reveal that the teacher employs personal theories, real-life examples, and graphical aids to enhance students’ understanding, though there is a reliance on rules and algorithms. While specialized knowledge aids in teaching, there is less emphasis on fostering students’ conceptual understanding and judgement. The study recommends improving teacher training programs to better equip prospective teachers in grasping number sense components, highlighting the need for more focused training on its development.

Keywords

number sense
mathematics teachers´ specialized knowledge
mathematical working spaces
prospective secondary teachers

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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: em2525

https://doi.org/10.29333/ejmste/15473

Publication date: 15 Oct 2024

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Article Downloads: 168

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How to cite this article

APA

Verdugo-Hernández, P., & Caviedes Barrera, S. (2024). The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2525. https://doi.org/10.29333/ejmste/15473

Vancouver

Verdugo-Hernández P, Caviedes Barrera S. The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge. EURASIA J Math Sci Tech Ed. 2024;20(10):em2525. https://doi.org/10.29333/ejmste/15473

AMA

Verdugo-Hernández P, Caviedes Barrera S. The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge. EURASIA J Math Sci Tech Ed. 2024;20(10), em2525. https://doi.org/10.29333/ejmste/15473

Chicago

Verdugo-Hernández, Paula, and Sofía Caviedes Barrera. "The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 10 (2024): em2525. https://doi.org/10.29333/ejmste/15473

Harvard

Verdugo-Hernández, P., and Caviedes Barrera, S. (2024). The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2525. https://doi.org/10.29333/ejmste/15473

MLA

Verdugo-Hernández, Paula et al. "The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 10, 2024, em2525. https://doi.org/10.29333/ejmste/15473