Abstract
The development of algebraic thinking from an early age is a priority in contemporary mathematics education, especially in rural contexts due to their structural and sociocultural conditions. Grounded in the Anthropological Theory of Didactics and hermeneutic phenomenology, this study aims to identify and characterize teacher profiles based on their algebra teaching practices and their perceptions of different types of mathematical thinking. A descriptive-exploratory multiple case study was conducted with empirical data from 16 teachers at a rural institution in western Colombia, analyzed using multivariate statistical techniques (cluster analysis, multiple correspondence analysis, and principal components analysis). Two teacher profiles were identified: one focused on digital technologies and problem-solving, and another that prioritizes traditional strategies. The findings underscore the importance of considering institutional and territorial conditions when designing contextualized pedagogical proposals that foster algebraic thinking in rural areas. Findings are transferable to similar contexts but not statistically generalizable to the broader teaching population.
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 21, Issue 12, December 2025, Article No: em2741
https://doi.org/10.29333/ejmste/17434
Publication date: 01 Dec 2025
Online publication date: 19 Nov 2025
Article Views: 13
Article Downloads: 7
Open Access References How to cite this article
Full Text (PDF)