Conocimiento para la enseñanza del número en futuras educadoras de párvulos: Efecto de un curso de didáctica de la matemática

Translated title of the contribution: Knowledge for teaching number in preschool preservice teachers: The effect of a didactic of mathematics course

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Abstract

Research on initial teacher education has evidenced insufficient prospective teachers` knowledge about teaching. In this context, we investigated the effect of a mathematics education course in the knowledge of prospective preschool educators for the teaching of number. The course was based on a construct of teacher knowledge, including knowledge on logic, number, stage of children's learning and teaching organization. Methodologies as video analysis, case study and lesson study were used to integrate theory and practice in initial education. We used a mixed approach, quasi-experimental design with a test of knowledge before and after the course, concept maps and interviews, being stated significant differences in favor of the course. The study provides a conceptual framework and methodologies for initial training in didactics of mathematics for Early Childhood Education.

Translated title of the contributionKnowledge for teaching number in preschool preservice teachers: The effect of a didactic of mathematics course
Original languageSpanish
Pages (from-to)93-109
Number of pages17
JournalEstudios Pedagogicos
Volume41
Issue number1
StatePublished - 1 Jan 2015

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