Rural teachers’ meanings about teaching of decimal metric system
July Tatiana Gutiérrez Jiménez 1 * , Eliécer Aldana Bermúdez 1 , Linda Poleth Montiel Buriticá 2
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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.

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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 6, June 2024, Article No: em2456

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

Publication date: 01 Jun 2024

Online publication date: 24 May 2024

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