Costa Rican Preservice Mathematics Teachers’ Readiness to Teach
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Authors
Alfaro Víquez, Helen
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Abstract
Mathematics teachers’ knowledge for teaching mathematics has been broadly studied in recent years, and many
theoretical frameworks and instruments have been created to measure and improve knowledge and
competencies to teach mathematics. The knowledge gained from these studies has been crucial in understanding
and determining what mathematics teachers should learn. In Costa Rica, there is a lack of regulations regarding
the training that mathematics teachers receive and the knowledge and competencies they acquire in the different
teacher education programs. This study investigates the knowledge for teaching mathematics of Costa Rican
preservice teachers using the Teacher Education and Development Study in Mathematics (TEDS-M) instrument to
identify strengths and weaknesses in their training. A mixed-method analysis of the responses of 79 participants
revealed that they were well prepared for cognitive application skills but showed weaknesses in the development
of reasoning skills. Additionally, the solutions highlighted significant deficiencies in participants’ monitoring of
their own work and in the ability to provide feedback on students’ work. We hope that our findings could inform
universities and policy makers to improve the quality of teacher education programs.
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Keywords
MCK, knowledge for teaching mathematics, professional competences, preservice teachers, MPCK, TEDS-M, EDUCATION, MATHEMATICS, COSTA RICA
Citation
https://www.iejme.com/article/costa-rican-preservice-mathematics-teachers-readiness-to-teach-11712