Conceptions about mathematics teaching in teachers of primary public schools

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This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary s...

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Detalles Bibliográficos
Autores: Moreano, Giovanna, Asmad, Ursula, Cruz, Gustavo, Cuglievan, Gisele
Formato: artículo
Fecha de Publicación:2008
Institución:Pontificia Universidad Católica del Perú
Repositorio:Revistas - Pontificia Universidad Católica del Perú
Lenguaje:español
OAI Identifier:oai:revistaspuc:article/1064
Enlace del recurso:http://revistas.pucp.edu.pe/index.php/psicologia/article/view/1064
Nivel de acceso:acceso abierto
Materia:Conceptions
beliefs
teachers
teaching
mathematics
concepciones
creencias
docentes
enseñanza
matemática
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spelling Conceptions about mathematics teaching in teachers of primary public schoolsConcepciones sobre la enseñanza de matemática en docentes de primaria de escuelas estatalesMoreano, GiovannaAsmad, UrsulaCruz, GustavoCuglievan, GiseleConceptionsbeliefsteachersteachingmathematicsconcepcionescreenciasdocentesenseñanzamatemáticaThis paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.Esta investigación forma parte de un estudio cualitativo, realizado en cinco escuelas estatales de Lima entre el 2005 y el 2007. El principal objetivo fue identificar las concepciones que los docentes sostenían sobre la enseñanza y aprendizaje de matemática para comprender su práctica pedagógica. La muestra estuvo conformada por nueve docentes de sexto grado de primaria. Los resultados muestran un fuerte arraigo de las concepciones pedagógicas tradicionales, que se encuentra reflejado en las prácticas pedagógicas de los docentes. La enseñanza de matemática se caracterizó por el seguimiento de reglas y procedimientos, la práctica rutinaria de ejercicios, el uso de palabras clave y la falta de un contexto significativo para su aprendizaje.Pontificia Universidad Católica del Perú2008-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/106410.18800/psico.200802.005Revista de Psicología; Vol. 26 Núm. 2 (2008); 299-3342223-37330254-9247reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/1064/1029info:eu-repo/semantics/openAccessoai:revistaspuc:article/10642020-03-10T18:53:24Z
dc.title.none.fl_str_mv Conceptions about mathematics teaching in teachers of primary public schools
Concepciones sobre la enseñanza de matemática en docentes de primaria de escuelas estatales
title Conceptions about mathematics teaching in teachers of primary public schools
spellingShingle Conceptions about mathematics teaching in teachers of primary public schools
Moreano, Giovanna
Conceptions
beliefs
teachers
teaching
mathematics
concepciones
creencias
docentes
enseñanza
matemática
title_short Conceptions about mathematics teaching in teachers of primary public schools
title_full Conceptions about mathematics teaching in teachers of primary public schools
title_fullStr Conceptions about mathematics teaching in teachers of primary public schools
title_full_unstemmed Conceptions about mathematics teaching in teachers of primary public schools
title_sort Conceptions about mathematics teaching in teachers of primary public schools
dc.creator.none.fl_str_mv Moreano, Giovanna
Asmad, Ursula
Cruz, Gustavo
Cuglievan, Gisele
author Moreano, Giovanna
author_facet Moreano, Giovanna
Asmad, Ursula
Cruz, Gustavo
Cuglievan, Gisele
author_role author
author2 Asmad, Ursula
Cruz, Gustavo
Cuglievan, Gisele
author2_role author
author
author
dc.subject.none.fl_str_mv Conceptions
beliefs
teachers
teaching
mathematics
concepciones
creencias
docentes
enseñanza
matemática
topic Conceptions
beliefs
teachers
teaching
mathematics
concepciones
creencias
docentes
enseñanza
matemática
description This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.
publishDate 2008
dc.date.none.fl_str_mv 2008-03-21
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/psicologia/article/view/1064
10.18800/psico.200802.005
url http://revistas.pucp.edu.pe/index.php/psicologia/article/view/1064
identifier_str_mv 10.18800/psico.200802.005
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/psicologia/article/view/1064/1029
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
dc.source.none.fl_str_mv Revista de Psicología; Vol. 26 Núm. 2 (2008); 299-334
2223-3733
0254-9247
reponame:Revistas - Pontificia Universidad Católica del Perú
instname:Pontificia Universidad Católica del Perú
instacron:PUCP
instname_str Pontificia Universidad Católica del Perú
instacron_str PUCP
institution PUCP
reponame_str Revistas - Pontificia Universidad Católica del Perú
collection Revistas - Pontificia Universidad Católica del Perú
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 13.932913
Conceptions about mathematics teaching in teachers of primary public schools
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