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

Artigo2024

Eugenio Chandía ORCID; Farzaneh Saadati ORCID; Anahí Huencho ORCID

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Resumo

This 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.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education, v. 19, n. 4, p. em0793
Ano
2024 (2024-09-25)
Idioma
en
Palavras-chave
pre-service mathematics teachers; teacher beliefs; instructional practices; constructivist teaching; teaching paradigms; pedagogical development; teacher professional development; Chile
Temas
Formação de Professores de Matemática
DOI
10.29333/iejme/15201
ISSN
1306-3030
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CHANDÍA, Eugenio; SAADATI, Farzaneh; HUENCHO, Anahí. Impact of school experiences on the beliefs and instructional practices of future mathematics teachers. International Electronic Journal of Mathematics Education, v. 19, n. 4, p. em0793, 2024. DOI: https://doi.org/10.29333/iejme/15201.

APA

Chandía, E., Saadati, F., & Huencho, A. (2024). Impact of school experiences on the beliefs and instructional practices of future mathematics teachers. International Electronic Journal of Mathematics Education, 19(4), em0793. https://doi.org/10.29333/iejme/15201

BibTeX
@article{chandia2024,
  author = {Chandía, Eugenio and Saadati, Farzaneh and Huencho, Anahí},
  title = {Impact of school experiences on the beliefs and instructional practices of future mathematics teachers},
  year = {2024},
  journal = {International Electronic Journal of Mathematics Education},
  volume = {19},
  number = {4},
  pages = {em0793},
  doi = {10.29333/iejme/15201},
  language = {en}
}
RIS
TY  - JOUR
AU  - Chandía, Eugenio
AU  - Saadati, Farzaneh
AU  - Huencho, Anahí
TI  - Impact of school experiences on the beliefs and instructional practices of future mathematics teachers
PY  - 2024
JO  - International Electronic Journal of Mathematics Education
VL  - 19
IS  - 4
SP  - em0793
DO  - 10.29333/iejme/15201
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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