Perfiles de creencias sobre prácticas de instrucción matemática de estudiantes de pedagogía de educación Primaria condicionados por la experiencia escolar y la adopción del rol de profesor

Chandía, Eugenio; Huencho, Anahí; San Martín, Ernesto

doi:10.4067/s0718-07052023000100305

Estud. pedagóg.

2023

DOI: 10.4067/s0718-07052023000100305

|View full text |Cite

Perfiles de creencias sobre prácticas de instrucción matemática de estudiantes de pedagogía de educación Primaria condicionados por la experiencia escolar y la adopción del rol de profesor

Eugenio Chandía,

Anahí Huencho,

Ernesto San Martín

Abstract: Perfiles de creencias sobre prácticas de instrucción matemática de estudiantes de pedagogía de educación Primaria condicionados por la experiencia escolar y la adopción del rol de profesorProfiles of beliefs about mathematics instructional practices of primary education student teachers conditioned by school experience and teacher role adoption

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

Muñoz,

Saadati,

Huencho

2024

INT ELECT J MATH ED

View full text Add to dashboard Cite

This study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics.

show abstract

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

Muñoz,

Saadati,

Huencho

2024

INT ELECT J MATH ED

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Perfiles de creencias sobre prácticas de instrucción matemática de estudiantes de pedagogía de educación Primaria condicionados por la experiencia escolar y la adopción del rol de profesor

Cited by 1 publication

References 31 publications

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

Contact Info

Product

Resources

About