Competencia matemática y su autopercepción en estudiantes de los grados universitarios de educación

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-10-24 DOI:10.17583/redimat.10261

Bartolomé Pizà-Mir, Maria Suñé-Vela

引用次数: 1

Abstract

Se evaluó la competencia matemática de los aspirantes a maestros a partir de una prueba diseñada para alumnos de educación primaria. Uno de cada tres alumnos no tiene la competencia necesaria para aprovechar la formación que se les ofrece en la universidad. De los 124 alumnos analizados, la media fue de 5.6 puntos sobre 10. Mostraron un menor rendimiento en los bloques curriculares de medida y geometría. También se evalúo la autopercepción que poseían de sus conocimientos en diferentes bloques del currículo y se evidencia que uno de cada tres alumnos es consciente de su baja competencia matemática, mientras que solo uno de cada diez subestimó sus capacidades.

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大学教育学位学生的数学能力及其自我认知

对有抱负的教师的数学能力进行了评估，采用了一项针对小学生的测试。三分之一的学生不具备利用大学提供的培训所需的能力。在124名被分析的学生中，平均得分为5.6分(满分10分)。在测量和几何课程方面表现较差。在这项研究中，三分之一的学生意识到自己的数学能力很差，而只有十分之一的学生低估了自己的数学能力。

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

International Journal of Research in Undergraduate Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

20.00%

发文量

期刊介绍： The International Journal of Research in Undergraduate Mathematics Education is dedicated to the interests of post secondary mathematics learning and teaching. It welcomes original research, including empirical, theoretical, and methodological reports of learning and teaching of undergraduate and graduate students.The journal contains insights on mathematics education from introductory courses such as calculus to higher level courses such as linear algebra, all the way through advanced courses in analysis and abstract algebra. It is also a venue for research that focuses on graduate level mathematics teaching and learning as well as research that examines how mathematicians go about their professional practice. In addition, the journal is an outlet for the publication of mathematics education research conducted in other tertiary settings, such as technical and community colleges. It provides the intellectual foundation for improving university mathematics teaching and learning and it will address specific problems in the secondary-tertiary transition. The journal contains original research reports in post-secondary mathematics. Empirical reports must be theoretically and methodologically rigorous. Manuscripts describing theoretical and methodological advances are also welcome.