IN-SERVICE PRIMARY EDUCATION TEACHERS' CONCEPTIONS OF MATHEMATICS IN CONTEXT

被引：0

作者：

Fica, Jose Hernan Parra ^{[1
,2
]}

Diaz-Levicoy, Danilo ^{[3
,4
]}

Salcedo, Audy ^{[5
,6
,7
]}

Vasquez, Ramon Garrido ^{[4
,8
]}

机构：

[1] Univ Talca UTalca, Educ Gen Bas menc Matemat, Talca, Chile

[2] Univ Catolica Maule, Ave San Miguel 3605, Talca, Region Del Maul, Chile

[3] Univ Los Lagos ULAGOS, Educ Media Matemat & Comp, Osorno, Chile

[4] UCM, Talca, Chile

[5] UCV, Dept Estadist Aplicada Educ, Caracas, Venezuela

[6] UCM, Ctr Invest Educ Matemat & Estadist, Talca, Chile

[7] Univ Andres Bello, Doctorado Educ, Santiago, Venezuela

[8] UTalca, Matemat, Talca, Chile

来源：

INTERCIENCIA | 2023年 / 48卷 / 05期

关键词：

D O I：

暂无

中图分类号：

Q14 [生态学（生物生态学）];

学科分类号：

071012 ; 0713 ;

摘要：

This paper reports the results of a study aimed at identifying the conceptions that working teachers have about teaching mathematics in context. For this purpose, a quantitative, exploratory and non-experimental cross-sectional methodology was used. A questionnaire with a Likert-type scale was used for data collection, composed of 25 statements, all of them related to the teaching and learning of mathematics in context, through five dimensions: mathematical processes, mathematical skills, mathematical contextualization, national mathematics curriculum and conditions for working in context. The main findings show that teachers mostly agree or strongly agree with each of the statements formulated in the five dimensions considered. These results allow us to conclude that active teachers value and recognize the teaching of mathematics in context as a strategy that could facilitate the learning of all students.

引用

页码：262 / 268

页数：7

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