Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade

Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade

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...

Full description

Saved in:
Bibliographic Details
Main Authors: Rodríguez Rojas, Palmenia de la Cruz, Navarrete Rojas, Carlos Arturo
Format: info:eu-repo/semantics/article
Language:spa
Published: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2020
Subjects:
Teacher knowledge
fractions
mathematics education.
Conocimiento del profesor
fracciones
enseñanza de las matemáticas.
Online Access:https://redie.uabc.mx/index.php/redie/article/view/2285
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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).

Similar Items