Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30077
Predominance of Teaching Models Used by Math Teachers in Secondary Education

Authors: Verónica Diaz Quezada

Abstract:

This research examines the teaching models used by secondary math teachers when teaching logarithmic, quadratic and exponential functions. For this, descriptive case studies have been carried out on 5 secondary teachers. These teachers have been chosen from 3 scientific-humanistic and technical schools, in Chile. Data have been obtained through non-participant class observation and the application of a questionnaire and a rubric to teachers. According to the results, the didactic model that prevails is the one that starts with an interactive strategy, moves to a more content-based structure, and ends with a reinforcement stage. Nonetheless, there is always influence from teachers, their methods, and the group of students.

Keywords: Teaching models, math teachers, functions, secondary education.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.2363278

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 313

References:


[1] Z. Kurnik, “The scientific approach to teaching math,” Metodika, vol. 17, no. 2, pp. 421-432, 2008.
[2] L. Del Pino, “The teaching and learning process of mathematics in the primary education stage: A constructivist proposal within the framework of key competences,” IEJME-Mathematics Education, vol. 12, no.7, pp. 709-713, 2017.
[3] M. Bhowmik, “Constructivism approach in mathematics teaching and assessment of mathematical understanding,” Basic Research Journal of Education Research and Review, vol. 4, no.1, pp. 8-12, 2015.
[4] A. Jazim, and D. Rahmawati, “The use of mathematical module based on constructivism approach as media to implant the concept of algebra operation,” IEJME-Mathematics Education, vol. 12, no. 6, pp. 579-583, 2017.
[5] N. Martínez, Los modelos de enseñanza y la práctica en aula. Universidad de Murcia, 2004. Available online from: https://educar.ec/jornada/doc-clases/modelos.pdf
[6] Agencia de Calidad de la Educación, Resultados Educativos 2016. Santiago: Impresos Universitaria, 2016.
[7] OCDE Organización para la Cooperación y el Desarrollo Económico. PISA 2012 Results: What students know and can do (Volume I, Revised edition, February 2014): Student performance in mathematics, reading and science. Paris: OCDE Publishing, 2014.
[8] G. Harel, and K. L. Lim, “Mathematics teachers' knowledge base: preliminary result.(Published Conference Proceedings stile), “ in Proc. 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen University College, 2004, pp. 25-32.
[9] P. Sureda, M.R. Otero and A. Donvito, A, Secuencia didáctica para enseñar las funciones exponenciales en la escuela secundaria. Una propuesta diseñada en el marco de la teoría de los campos conceptuales. Argentina: Universidad Nacional del Centro de la Provincia de Buenos Aires, 2017.
[10] A. Monge, and R. Vallejos, El uso del juego como mediador del conocimiento matemático a partir de las experiencias docentes. 2012. Available online from: http://www. cientec.or.cr/matematica/2012/ponenciasVIII/Adolfo-Monge.pdf
[11] A. Jiménez, “La naturaleza de la matemática, sus concepciones y su influencia en el salón de clase, Educación y Ciencia,” vol. 13, pp. 135-150, 2010.
[12] J. F Leguizamón, O.Y. Patiño, and P. Suárez, “ Tendencias didácticas de los docentes de matemáticas y sus concepciones sobre el papel de los medios educativos en el aula,” Educación Matemática, vol. 27, no.3, pp. 151-174, 2015.
[13] A. Murillo, and L. Ceballos, “Las prácticas de enseñanza empleadas por docentes de matemáticas y su relación con la resolución de problemas, mediados por fracciones”, Revista Científica, Edición Especial, pp. 244-248, 2013.
[14] J. Gascón, “Incidencia del modelo epistemológico de las matemáticas sobre las prácticas docentes,” Revista Latinoamericana de Investigación en Matemática Educativa, vol. 4, no.2, pp.129-159, 2001.
[15] J. Villota, A. Pereira, and H. González, “What mathematic teachers say about the teaching strategies in the implementation of tasks,” English Language Teaching, vol. 11, no.1, pp. 65-79, 2018.
[16] D. Mora, Evaluación de los aprendizajes. Un modelo para su aplicación en el aula, especialmente en matemáticas. La Paz: Instituto Normal Superior Simón Bolívar, 2003.
[17] M.J. Mayorga, and D. Madrid, “Modelos didácticos y estrategias de enseñanza en el Espacio Europeo de Educación Superior,” Tendencias Pedagógicas, vol.15, no.1, pp.91-111, 2010.
[18] A. Lira, and G. Corona-Corona, “Usefulness of didactic strategies in teaching high school mathematics,” American Scientific Research Journal for Engineering, Technology, and Sciences, vol. 33, no.1, pp.162-168, 2017.
[19] M. Feo, “Orientaciones básicas para el diseño de estrategias didácticas,” Tendencias Pedagógicas, vol. 16, pp. 221-236, 2015..
[20] L. M. Córmack, “Estrategias de aprendizaje y de enseñanza en la educación del menor de 6 años,” Acción Pedagógica, vol. 13, no. 2, pp. 154-161, 2014.
[21] O. Chen, S. Kalyuga, and J. Sweller, “Relations between the worked example and generation effects on immediate and delayed tests”, Learning and Instruction, vol.45, pp. 20–30, 2016.
[22] R. Anijovich, and S. Mora, Estrategias de enseñanza: Otra mirada al quehacer en el aula. Buenos Aires: AIQUE, 2009.
[23] S. Norton, “The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers,” Journal of Mathematics Teacher Education, 2018. Available online from: https://doi.org/10.1007/s10857-018-9401-y
[24] H. C. Hill, “The nature and predictors of elementary teachers’ mathematical knowledge for teaching,” Journal for Research in Mathematics Education, vol.41, pp.513–545, 2010.
[25] J. E. Tarr, R.E. Reys, B.J. Reys, O. Chavez, J. Shih, and S.J. Osterlind, “The impact of middlegrades mathematics curricula and the classroom learning environment on student achievement,” Journal for Research in Mathematics Education, vol.39, pp.247–280, 2008.
[26] D. L. Ball, and F.M. Forzani, “What does it take to make a teacher?,” Phi Delta Kappan, vol.92, pp.8–12, 2010.
[27] D. Ball, M. Thames, and G. Phelps, “Content knowledge for teaching: What makes it special?,” Journal of Teacher Education, vol.59, pp.389–407, 2008.
[28] L.S. Shulman, “Knowledge and teaching: Foundations of the new reform,” Harvard Educational Review, vol.57, no.1, pp.1-22, 1987.
[29] MINEDUC Ministerio de Educación de Chile. Bases Curriculares 2013. Matemática 7° Básico a 2° medio. Santiago: Impresos Universitaria, 2013.
[30] MINEDUC Ministerio de Educación de Chile. Matemática: guiones didácticos y guías para el/la estudiante de 2º año de educación media. Santiago: Impresos Universitaria, 2015.
[31] R. Hernández, C. Fernández, and P. Baptista. Metodología de la investigación. México, D. F.: McGraw-Hill, 2006.
[32] R.E. Stake, Multiple case study analysis. New York: The Guilford Press, 2006.
[33] W. Li, and A. Castro, “Mathematics teacher educators’ perspectives on their design of content courses for elementary preservice teachers,” Journal of Mathematics Teachers Education, vol. 21, no.2, pp. 179–201, 2018.
[34] M.W. Brown, The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, and G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction, New York, NY: Routledge, 2009, pp.17-36.
[35] S. Zarate, Estrategias de enseñanza para desarrollar habilidades del pensamiento en la escuela básica estadual caura, Dissertação Mestrado em Ciencias de la Educación, 2009.
[36] D. Mora, Probleme des mathematikunterrichts in lateinamerikanischen ländern -explorative empirische studie zur entwicklung didaktischer und curricularer innovationsansätze im kontext der educación popular am Beispiel, Nicaragua und Venezuela. Alemania: Universidad de Hamburgo, 1998. Available online from: http://www.sub.uni-hamburg.de/disse/05
[37] L. Contreras, “Concepciones, creencias y conocimiento. Referentes de la prác¬tica profesional,” Revista Electrónica Iberoamericana de Educación en Ciencia y Tecnología, vol.1, no.1, pp.11-36, 2009.