Aproximación al conocimiento común del contenido matemático en estudiantes para maestro de primaria de nuevo ingreso desde la prueba de evaluación final de educación primaria
- M. Arce 1
- J.M. Marbán 1
- B. Palop 1
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1
Universidad de Valladolid
info
- José M. Muñoz-Escolano (coord.)
- Alberto Arnal-Bailera (coord.)
- Pablo Beltrán-Pellicer (coord.)
- M. Luz Callejo (coord.)
- José Carrillo (coord.)
Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-16723-42-3
Year of publication: 2017
Pages: 119-128
Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (21. 2017. Zaragoza)
Type: Conference paper
Abstract
Mathematics Content Knowledge for teaching in Primary Education is a complex domain whose description, delimitation and understanding eases and guides the design and development of initial and on-going teacher training programs. In this work, a partial approximation to Common Content Knowledge of 298 first year students of the Degree in Primary Education is made prior to mathematics education courses at the university. For this purpose, we use a final assessment test for Primary Education as in the LOMCE framework. The results obtained allow us the identification of some deficiencies and difficulties as well as a reflection towards the design and use of strategies for supporting the students through their training process as pre-service teachers.