Preservice Mathematics Teachers' Beliefs about Problem-Solving in Culturally Diverse Classrooms

Q3 Multidisciplinary
Renán Adolfo Concha-Zelada, Miguel Claudio Friz Carrillo, Hilbert Blanco-Álvarez
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引用次数: 0

Abstract

Background: The beliefs from the area of mathematics teacher training allow us to understand the function that future education professionals assign to mathematical activities, including problem solving, and how in this type of activities it is possible to incorporate the cultural knowledge of the students, when the teaching process takes place in culturally diverse classrooms. Objective: To analyze the beliefs of mathematics undergraduate students from a university in the department of Nariño about problem solving and cultural knowledge in culturally diverse classrooms. Design: A descriptive methodological complementarity research design was used, since this gives the possibility of understanding and contrasting the quantitative and qualitative information. Scenario and participants: The sample consisted of 60 undergraduate students in mathematics. Data collection and analysis: The information was collected through a Likert-type questionnaire with 35 statements and 3 open questions, which were analyzed in the SPPS 25.0 and Atlas TI 9.0 software. Results: Favorable beliefs are evidenced in the participants to work on solving problems in culturally diverse classrooms and during the development of this activity to integrate the cultural knowledge of students. Conclusions: The need to improve mathematics teacher training curricula to develop the teaching process in culturally diverse classrooms is exposed.
职前数学教师对多元文化课堂中解决问题的看法
背景:数学教师培训领域的理念让我们了解未来教育专业人员赋予数学活动(包括解决问题)的功能,以及当教学过程在文化多元的课堂中进行时,如何在这类活动中融入学生的文化知识。目的分析纳里尼奥省一所大学数学系本科生对问题解决和多元文化课堂中文化知识的看法。设计:采用描述性方法互补研究设计,因为这样可以理解和对比定量和定性信息。情景和参与者:样本包括 60 名数学系本科生。数据收集与分析:通过一份包含 35 个陈述和 3 个开放性问题的李克特式问卷收集信息,并通过 SPPS 25.0 和 Atlas TI 9.0 软件进行分析。结果参与者对在多元文化课堂中解决问题以及在开展这一活动过程中整合学生的文化知识表现出积极的态度。结论:需要改进数学教师培训课程:需要改进数学教师培训课程,以发展多元文化课堂的教学过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
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