Strategies of Number Sense in Pre-service Secondary Mathematics Teachers
Author
dc.contributor.author
Almeida, Rut
Author
dc.contributor.author
Perdomo Díaz, Josefa
Admission date
dc.date.accessioned
2016-12-29T20:20:03Z
Available date
dc.date.available
2016-12-29T20:20:03Z
Publication date
dc.date.issued
2016
Cita de ítem
dc.identifier.citation
Int J of Sci and Math Educ (2016) 14:959–978
es_ES
Identifier
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10.1007/s10763-014-9601-6
Identifier
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https://repositorio.uchile.cl/handle/2250/142216
Abstract
dc.description.abstract
This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students' use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, ( Yang, Reys & Reys, International Journal of Science and Mathematics Education, 7, 383-403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.
es_ES
Patrocinador
dc.description.sponsorship
Ministerio de Ciencias e Innovacion. Madrid EDU2011-29324
FONDECYT 3140597
PIA-CONICYT Basal Funds for Centers of Excellence. Chile BF0003