Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

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datacite.alternateIdentifier.citationInternational Electronic Journal of Mathematics Education, 19 (4), 2024
datacite.alternateIdentifier.doi10.29333/iejme/15201
datacite.alternateIdentifier.issn1306-3030
datacite.creatorChandía, Eugenio Del C.
datacite.creatorSaadati, Farzaneh
datacite.creatorHuencho, Anahí A.
datacite.date2024
datacite.rightsAcceso abierto
datacite.subjectBeliefs
datacite.subjectInitial Teacher Education
datacite.subjectInstructional Practices
datacite.subjectSchool Career
datacite.titleImpact of school experiences on the beliefs and instructional practices of future mathematics teachers
dc.contributor.authorHUENCHO RAMOS, ANAHI ARLETTE
dc.date.accessioned2025-10-06T14:21:55Z
dc.date.available2025-10-06T14:21:55Z
dc.description.abstractThis study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics. © 2024 Elsevier B.V., All rights reserved.
dc.description.ia_keywordexperiences, beliefs, future, mathematics, teachers, teaching, practices
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6863
dc.language.isoen
dc.publisherModestum Ltd
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceInternational Electronic Journal of Mathematics Education
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2024
oaire.citationIssue4
oaire.citationTitleInternational Electronic Journal of Mathematics Education
oaire.citationVolume19
oaire.fundingReferenceANID FONDECYT 11241550
oaire.fundingReferenceANID BASAL FB0003
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
relation.isAuthorOfPublication3ed1360d-b517-43c0-8948-d1bda1418a71
relation.isAuthorOfPublication.latestForDiscovery3ed1360d-b517-43c0-8948-d1bda1418a71
uct.catalogadorjvu
uct.comunidadEducaciónen_US
uct.departamentoDepartamento de Diversidad y Educación Intercultural
uct.facultadFacultad de Educación
uct.indizacionScopus
uct.indizacionEmerging Sources Citation Index - ESCI
uct.indizacionDOAJ
uct.indizacionERIC
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