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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad de Almería
2015
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=293139632003 |
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| _version_ | 1866590526050926592 |
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| author | Araceli Gutiérrez-Gutiérrez |
| author_facet | Araceli Gutiérrez-Gutiérrez |
| contents | Pedagogical knowledge of numbers and operations: an international comparison Araceli Gutiérrez-Gutiérrez Luis Rico-Romero Pedro Gómez-Guzmán Psicología pre TEDS numbers primary education Mathematics pedagogy Introduction. In this paper, Spanish future primary teachers’ pedagogical knowledge of numbers and operations, as revealed through their results in the TEDS-M (Teacher Education and Development Study in Mathematics), is compared with that of two other groups. The first group are the future primary teachers of other OECD countries that also participated in the study: Norway, Germany, Chile and Poland. The second group are the future primary teachers of participating countries where preservice teachers receive training similar to Spain’s teacher training, namely, China-Taipei, Singapore, United States, Philippines and Switzerland. Method. To meet this objective, data was analyzed and parameters were calculated based on categories that characterize the pedagogical knowledge required to correctly answer the questions in this conceptual domain, and using response assessment criteria. Results. We found that Spanish prospective teachers have lower results, in general, than those of the other OECD countries and of countries in the group with similar training programs. The Spanish scores are lower than Norwegian, Swiss and Singaporean scores in all aspects considered. For most categories, Spain obtained higher scores than Philippines and Chile, and similar scores to the U.S.A. Discussion: When comparing the results from the OECD countries that participated in the two international studies, TEDS-M and TIMSS 2011 (Spain, Poland, USA, Norway, Germany and Chile), we find that their relative positions are maintained in the ranking of assessed mathematical knowledge of numbers and operations, whether in preservice teachers or in primary students. Spanish results in the TIMSS are just above Poland and Chile and below the rest. The results obtained in this study may be useful in the current syllabus design process for subjects in the Elementary Teacher Education degree. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293139632003 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.13 |
| format | Artículo científico |
| id | redalyc_293139632003 |
| language | en |
| publishDate | 2015 |
| publisher | Universidad de Almería |
| spellingShingle | Pedagogical knowledge of numbers and operations: an international comparison Araceli Gutiérrez-Gutiérrez Psicología pre TEDS numbers primary education Mathematics pedagogy Pedagogical knowledge of numbers and operations: an international comparison Araceli Gutiérrez-Gutiérrez Luis Rico-Romero Pedro Gómez-Guzmán Psicología pre TEDS numbers primary education Mathematics pedagogy Introduction. In this paper, Spanish future primary teachers’ pedagogical knowledge of numbers and operations, as revealed through their results in the TEDS-M (Teacher Education and Development Study in Mathematics), is compared with that of two other groups. The first group are the future primary teachers of other OECD countries that also participated in the study: Norway, Germany, Chile and Poland. The second group are the future primary teachers of participating countries where preservice teachers receive training similar to Spain’s teacher training, namely, China-Taipei, Singapore, United States, Philippines and Switzerland. Method. To meet this objective, data was analyzed and parameters were calculated based on categories that characterize the pedagogical knowledge required to correctly answer the questions in this conceptual domain, and using response assessment criteria. Results. We found that Spanish prospective teachers have lower results, in general, than those of the other OECD countries and of countries in the group with similar training programs. The Spanish scores are lower than Norwegian, Swiss and Singaporean scores in all aspects considered. For most categories, Spain obtained higher scores than Philippines and Chile, and similar scores to the U.S.A. Discussion: When comparing the results from the OECD countries that participated in the two international studies, TEDS-M and TIMSS 2011 (Spain, Poland, USA, Norway, Germany and Chile), we find that their relative positions are maintained in the ranking of assessed mathematical knowledge of numbers and operations, whether in preservice teachers or in primary students. Spanish results in the TIMSS are just above Poland and Chile and below the rest. The results obtained in this study may be useful in the current syllabus design process for subjects in the Elementary Teacher Education degree. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293139632003 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.13 |
| title | Pedagogical knowledge of numbers and operations: an international comparison |
| topic | Psicología pre TEDS numbers primary education Mathematics pedagogy |
| url | https://www.redalyc.org/articulo.oa?id=293139632003 |