Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students

Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students

The aim of this study is to establish to what extent the teacher’s deep knowledge about fractions and knowledge for the teaching of fractions, adjusted by the socioeconomic level and the school mathematical knowledge (SIMCE), influences the learning of the students in the conceptualization of fracti...

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Autores principales: Rodríguez Rojas, Palmenia de la Cruz, Navarrete Rojas, Carlos Arturo
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:https://redie.uabc.mx/redie/article/view/2285
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spelling redie-article-22852024-05-08T20:45:56Z Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students Influencia del conocimiento profundo del profesor sobre fracciones en el aprendizaje de alumnos de 4o. grado Rodríguez Rojas, Palmenia de la Cruz Navarrete Rojas, Carlos Arturo Teacher knowledge fractions mathematics education. Conocimiento del profesor fracciones enseñanza de las matemáticas. The aim of this study is to establish to what extent the teacher’s deep knowledge about fractions and knowledge for the teaching of fractions, adjusted by the socioeconomic level and the school mathematical knowledge (SIMCE), influences the learning of the students in the conceptualization of fractions in fourth grade. Information was obtained from 378 4th grade students of 9 schools and their respective mathematics teachers. The results of the regression analysis show that effect of teacher’s deep knowledge is significant in the learning per student (p = 0.001), beyond what is explained by the SIMCE score of the school, which is also significant (p = 0.02). El objetivo de este estudio es establecer en qué medida el conocimiento profundo del profesor sobre fracciones y el conocimiento sobre la enseñanza de las mismas, ajustados por el nivel socioeconómico y el nivel de conocimientos en matemáticas que se alcanza en las escuelas (SIMCE), influye en el aprendizaje de los alumnos en cuanto a la conceptualización de las fracciones en 4o. grado. Con información de 378 alumnos de 4o. grado de 9 escuelas, así como de sus respectivos profesores de matemáticas, los resultados de los análisis de regresión muestran que el efecto Conocimiento Profundo del profesor es significativo en el aprendizaje por alumno (p = 0.001), más allá de lo explicado por el puntaje SIMCE del colegio, que también es significativo (p = 0.02). Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-04-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/2285 10.24320/redie.2020.22.e10.2285 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 18 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 18 1607-4041 spa https://redie.uabc.mx/redie/article/view/2285/1988 https://redie.uabc.mx/redie/article/view/2285/1989 https://redie.uabc.mx/redie/article/view/2285/2023 Derechos de autor 2020 Palmenia de la Cruz Rodríguez Rojas, Carlos Arturo Navarrete Rojas https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Rodríguez Rojas, Palmenia de la Cruz
Navarrete Rojas, Carlos Arturo
spellingShingle Rodríguez Rojas, Palmenia de la Cruz
Navarrete Rojas, Carlos Arturo
Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students
author_facet Rodríguez Rojas, Palmenia de la Cruz
Navarrete Rojas, Carlos Arturo
author_sort Rodríguez Rojas, Palmenia de la Cruz
title Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students
title_short Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students
title_full Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students
title_fullStr Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students
title_full_unstemmed Influence of In-Depth Teacher Knowledge of Fractions in 4th Grade Students
title_sort influence of in-depth teacher knowledge of fractions in 4th grade students
description The aim of this study is to establish to what extent the teacher’s deep knowledge about fractions and knowledge for the teaching of fractions, adjusted by the socioeconomic level and the school mathematical knowledge (SIMCE), influences the learning of the students in the conceptualization of fractions in fourth grade. Information was obtained from 378 4th grade students of 9 schools and their respective mathematics teachers. The results of the regression analysis show that effect of teacher’s deep knowledge is significant in the learning per student (p = 0.001), beyond what is explained by the SIMCE score of the school, which is also significant (p = 0.02).
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2285
_version_ 1798984257981382656

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