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...

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Κύριοι συγγραφείς: Rodríguez Rojas, Palmenia de la Cruz, Navarrete Rojas, Carlos Arturo
Μορφή: info:eu-repo/semantics/article
Γλώσσα:spa
Έκδοση: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2020
Θέματα:
Teacher knowledge
fractions
mathematics education.
Conocimiento del profesor
fracciones
enseñanza de las matemáticas.
Διαθέσιμο Online:https://redie.uabc.mx/index.php/redie/article/view/2285
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id repositorioinstitucional-20.500.12930-6370
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spelling repositorioinstitucional-20.500.12930-63702023-05-09T15:04:42Z Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade 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). 2020-04-07 2021-06-03T03:09:33Z 2021-06-03T03:09:33Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/2285 10.24320/redie.2020.22.e10.2285 https://hdl.handle.net/20.500.12930/6370 spa https://redie.uabc.mx/index.php/redie/article/view/2285/1988 https://redie.uabc.mx/index.php/redie/article/view/2285/1989 https://redie.uabc.mx/index.php/redie/article/view/2285/2023 Derechos de autor 2020 Revista Electrónica de Investigación Educativa https://creativecommons.org/licenses/by-nc/4.0 text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 18 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 18 1607-4041
institution Repositorio Institucional
collection DSpace
language spa
topic Teacher knowledge
fractions
mathematics education.
Conocimiento del profesor
fracciones
enseñanza de las matemáticas.
spellingShingle Teacher knowledge
fractions
mathematics education.
Conocimiento del profesor
fracciones
enseñanza de las matemáticas.
Rodríguez Rojas, Palmenia de la Cruz
Navarrete Rojas, Carlos Arturo
Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade
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).
format info:eu-repo/semantics/article
author Rodríguez Rojas, Palmenia de la Cruz
Navarrete Rojas, Carlos Arturo
author_facet Rodríguez Rojas, Palmenia de la Cruz
Navarrete Rojas, Carlos Arturo
author_sort Rodríguez Rojas, Palmenia de la Cruz
title Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade
title_short Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade
title_full Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade
title_fullStr Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade
title_full_unstemmed Influence of Teachers’ Deep Knowledge about Fractions on the Students’ Learning in 4th grade
title_sort influence of teachers’ deep knowledge about fractions on the students’ learning in 4th grade
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2020
url https://redie.uabc.mx/index.php/redie/article/view/2285
_version_ 1792609105574100992

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