Teaching practice: Contributions to Spanish prospective mathematics teachers
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.

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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

Article Views: 157

Article Downloads: 98

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