Advertisement

Assessing the didactic and mathematical knowledge of prospective mathematics teachers in Namibe, Angola

  • Teresa B. NetoEmail author
  • Luis Kamuele
  • Maria de Natividade
Article
  • 6 Downloads

Abstract

In this work the results of applying a questionnaire to assess didactic-mathematical knowledge of prospective secondary school teachers are analyzed. The sample consists of 31 students, prospective teachers, from the School of Teacher Training of Namibe in Angola. The questionnaire is made of 20 items that assess algebraic content and didactic content knowledge in secondary education. The quantitative analysis of the results show a low level of algebraic and didactic content knowledge and we conclude that it is necessary to improve the teacher training program to enable these teachers to develop the mathematics and didactic competences they need.

Keywords

Didactic-mathematical knowledge Competences Teachers’ training Secondary school teachers Algebraic reasoning 

Mathematics Subject Classification

97H10 

Notes

References

  1. 1.
    Filloy, E., Puig, L., Rojano, T.: Educational algebra. A theoretical and empirical approach. Springer, New York (2008)CrossRefGoogle Scholar
  2. 2.
    Godino, J.D.: Categorías de análisis de los conocimientos del profesor de matemáticas. UNIÓN, Revista Iberoamericana de Educación Matemática 20, 13–31 (2009)Google Scholar
  3. 3.
    Godino, J.D., Aké, L., Gonzato, M., Wilhelmi, M.R.: Niveles de algebrización de la actividad matemática escolar. Implicaciones para la formación de maestros. Enseñanza de las Ciencias 32(1), 199–219 (2014)Google Scholar
  4. 4.
    Godino, J.D., Neto, T., Wilhelmi, M.R., Aké, L., Etchegaray, S., Lasa, A.: Niveles de algebrización de las prácticas matemáticas escolares. Articulación de las perspectivas ontosemiótica y antropológica. Avances de Investigación en Educación Matemática 8, 117–142 (2015)Google Scholar
  5. 5.
    Godino, J.D., Wilhelmi, M.R., Neto, T., Blanco, T.F., Contreras, A., Díaz-Batanero, C., Estepa, A., Lasa, A.: Evaluación de conocimientos didáctico—matemáticos sobre razonamiento algebraico elemental de futuros maestros. Revista de Educación (2015).  https://doi.org/10.4438/1988-592x-re-2015-370-303 CrossRefGoogle Scholar
  6. 6.
    Kaput, J.: What is algebra? What is algebraic reasoning? In: Kaput, J., Carraher, D.W., Blanton, M.L. (eds.) Algebra in the Early Grades, pp. 5–17. Routledge, New York (2008)Google Scholar
  7. 7.
    Kieran, K.: Learning and teaching algebra at the middle school through college levels: building meaning for symbols and their manipulation. In: Lester, F. (ed.) Second Handbook of Research on Mathematics Teaching and Learning, vol. 2, pp. 707–762. NCTM, Information Age Publishing, Charlotte (2007)Google Scholar
  8. 8.
    Shulman, L.S.: Knowledge and teaching: foundations of the new reform. Harv. Educ. Rev. 57(1), 1–22 (1987)MathSciNetCrossRefGoogle Scholar

Copyright information

© African Mathematical Union and Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature 2019

Authors and Affiliations

  1. 1.Research Centre “Didactics and Technology in Education of Trainers”, CIDTFFUniversity of AveiroAveiroPortugal
  2. 2.School of Teacher Training of NamibeNamibeAngola
  3. 3.Maria de Natividade, Agostinho Neto UniversityLuandaAngola

Personalised recommendations