Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education

Knowing the mathematical knowledge of students entering primary teacher education is key to guiding admission or diagnoses to inform teacher education programs. To understand how students' initial mathematical knowledge is organised, the study draws on the idea of Fundamental Mathematical Knowl...

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Autores: Rojas, Francisco|||0000-0002-0328-8156, Albarracín Gordo, Lluís|||0000-0002-1387-5573, Chandia, Eugenio|||0000-0003-2489-1226, Ubilla, Francisca M.|||0000-0002-1784-1186, Gorgorió Solà, Núria|||0000-0003-3503-9143
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:321038
Acceso en línea:https://ddd.uab.cat/record/321038
Access Level:acceso abierto
Palabra clave:Fundamental mathematical knowledge
Mathematics teacher education
Student teachers
Assessment instrument validation
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spelling Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher EducationRojas, Francisco|||0000-0002-0328-8156Albarracín Gordo, Lluís|||0000-0002-1387-5573Chandia, Eugenio|||0000-0003-2489-1226Ubilla, Francisca M.|||0000-0002-1784-1186Gorgorió Solà, Núria|||0000-0003-3503-9143Fundamental mathematical knowledgeMathematics teacher educationStudent teachersAssessment instrument validationKnowing the mathematical knowledge of students entering primary teacher education is key to guiding admission or diagnoses to inform teacher education programs. To understand how students' initial mathematical knowledge is organised, the study draws on the idea of Fundamental Mathematical Knowledge, which had been defined as the mathematical knowledge necessary for students to be able to successfully follow subjects about mathematics and teaching during their teacher education. This study examined two questionnaires that were designed in Catalonia and Chile to gauge the disparity between students' mathematical knowledge at the beginning of their teacher education. and a specification of Fundamental Mathematical Knowledge defined around curricular content blocks. The scores obtained in both questionnaires by two groups of students-one in Barcelona and another in Santiago de Chile-constituted the data. The quantitative analysis of the data enabled the psychometrically validation of the instruments for the measurement of students' initial mathematical knowledge and revealed that the structure of this knowledge was unidimensional and behaved as a single latent construct. From the study is was concluded that teacher education programs should be aimed at progressing towards the development of a deeper understanding of elementary mathematics and its conceptual connections. 22025-01-0120252025-01-01Articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/321038reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgencia Estatal de Investigación https://doi.org/10.13039/501100011033 EDU2017-82427-Ropen accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3210382026-06-06T12:50:31Z
dc.title.none.fl_str_mv Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
title Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
spellingShingle Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
Rojas, Francisco|||0000-0002-0328-8156
Fundamental mathematical knowledge
Mathematics teacher education
Student teachers
Assessment instrument validation
title_short Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
title_full Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
title_fullStr Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
title_full_unstemmed Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
title_sort Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education
dc.creator.none.fl_str_mv Rojas, Francisco|||0000-0002-0328-8156
Albarracín Gordo, Lluís|||0000-0002-1387-5573
Chandia, Eugenio|||0000-0003-2489-1226
Ubilla, Francisca M.|||0000-0002-1784-1186
Gorgorió Solà, Núria|||0000-0003-3503-9143
author Rojas, Francisco|||0000-0002-0328-8156
author_facet Rojas, Francisco|||0000-0002-0328-8156
Albarracín Gordo, Lluís|||0000-0002-1387-5573
Chandia, Eugenio|||0000-0003-2489-1226
Ubilla, Francisca M.|||0000-0002-1784-1186
Gorgorió Solà, Núria|||0000-0003-3503-9143
author_role author
author2 Albarracín Gordo, Lluís|||0000-0002-1387-5573
Chandia, Eugenio|||0000-0003-2489-1226
Ubilla, Francisca M.|||0000-0002-1784-1186
Gorgorió Solà, Núria|||0000-0003-3503-9143
author2_role author
author
author
author
dc.subject.none.fl_str_mv Fundamental mathematical knowledge
Mathematics teacher education
Student teachers
Assessment instrument validation
topic Fundamental mathematical knowledge
Mathematics teacher education
Student teachers
Assessment instrument validation
description Knowing the mathematical knowledge of students entering primary teacher education is key to guiding admission or diagnoses to inform teacher education programs. To understand how students' initial mathematical knowledge is organised, the study draws on the idea of Fundamental Mathematical Knowledge, which had been defined as the mathematical knowledge necessary for students to be able to successfully follow subjects about mathematics and teaching during their teacher education. This study examined two questionnaires that were designed in Catalonia and Chile to gauge the disparity between students' mathematical knowledge at the beginning of their teacher education. and a specification of Fundamental Mathematical Knowledge defined around curricular content blocks. The scores obtained in both questionnaires by two groups of students-one in Barcelona and another in Santiago de Chile-constituted the data. The quantitative analysis of the data enabled the psychometrically validation of the instruments for the measurement of students' initial mathematical knowledge and revealed that the structure of this knowledge was unidimensional and behaved as a single latent construct. From the study is was concluded that teacher education programs should be aimed at progressing towards the development of a deeper understanding of elementary mathematics and its conceptual connections.
publishDate 2025
dc.date.none.fl_str_mv 2
2025-01-01
2025
2025-01-01
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url https://ddd.uab.cat/record/321038
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 EDU2017-82427-R
dc.rights.none.fl_str_mv open access
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dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
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