Diversidad y geometría en la ESO : el caso de alumnado deficiente auditivo

Rosich, Nuria; Jiménez, Joaquín; Latorre, Rosa M.; Guinardó, Escuela; Muria, Sergi

doi:10.18172/con.557

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…The strict rigor of the discipline, especially in secondary and subsequent education levels, is one of the factors that makes significant learning of mathematics concepts difficult. Second, and most importantly, much research and many of the recommendations in mathematics education in recent years has focused on students' conceptual understanding and competence with mathematical processes [31,[62][63][64][65][66].…”

Section: Review Of Related Literaturementioning

confidence: 99%

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

2021

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Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

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Section: Review Of Related Literaturementioning

confidence: 99%

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

2021

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“…Addressing diversity in mathematics is not a simple task. Mathematics teaching is a challenge for teachers in the secondary and post-secondary levels due to three reasons: the difficulties that mathematics has always represented for students throughout time, the fact that its teaching has always been focused on conceptual elements, as well as the competence developed by the students in mathematical processes [10][11][12][13][14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

et al. 2023

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Designing and implementing inclusive practices is considered one of the basic actions for the construction of inclusive education. Actions depend largely on teachers’ attitudes, which can be modified by the training they receive. This study analyzes 73 future mathematics teachers’ perceptions of the diversity training received in the Master in Compulsory Secondary Education and Post-Secondary, Vocational Training and Language Teaching (MAES), as well as their attitudes towards diversity at the University of Granada (Spain). The participants’ ages ranged from 22 to 50 years (M = 27.12, SD = 6.45); 47.9% were cisgender women and 52.1% were cisgender men. This research was a non-experimental, descriptive, and multivariate study, developed under the assumption of the quantitative methodological paradigm. The result revealed that attention to diversity should play an important role in the teachers’ future teaching practice. Nevertheless, they were dissatisfied with the initial training received, considered themselves not qualified enough to face diversity in their classrooms, and they had an ambivalent attitude toward attention to diversity. However, attitudes and educational levels were more favorable in the case of women, older participants, and among those who had had contact with people with SNES. It is concluded that it is appropriate to continue to influence the attitudes in relation to this issue, since pedagogical training on the factors that condition the teaching–learning process in terms of attention to diversity provides greater effectiveness in this field.

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Diversidad y geometría en la ESO : el caso de alumnado deficiente auditivo

Cited by 2 publications

References 9 publications

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

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