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Costa Rican Preservice Mathematics Teachers’ Readiness to Teach

Artigo2022

Helen Alfaro Víquez ORCID

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Resumo

Mathematics teachers’ knowledge for teaching mathematics has been broadly studied in recent years, and many theoretical frameworks and instruments have been created to measure and improve knowledge and competencies to teach mathematics. The knowledge gained from these studies has been crucial in understanding and determining what mathematics teachers should learn. In Costa Rica, there is a lack of regulations regarding the training that mathematics teachers receive and the knowledge and competencies they acquire in the different teacher education programs. This study investigates the knowledge for teaching mathematics of Costa Rican preservice teachers using the Teacher Education and Development Study in Mathematics (TEDS-M) instrument to identify strengths and weaknesses in their training. A mixed-method analysis of the responses of 79 participants revealed that they were well prepared for cognitive application skills but showed weaknesses in the development of reasoning skills. Additionally, the solutions highlighted significant deficiencies in participants’ monitoring of their own work and in the ability to provide feedback on students’ work. We hope that our findings could inform universities and policy makers to improve the quality of teacher education programs.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education, v. 17, n. 2, p. em0676
Ano
2022 (2022-02-09)
Idioma
en
Palavras-chave
pre-service mathematics teachers; teacher professional development; TEDS-M; reasoning skills; self-monitoring; feedback to students; teacher education policy; Costa Rica
Temas
Formação de Professores de Matemática
DOI
10.29333/iejme/11712
ISSN
1306-3030
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
VÍQUEZ, Helen Alfaro. Costa Rican Preservice Mathematics Teachers’ Readiness to Teach. International Electronic Journal of Mathematics Education, v. 17, n. 2, p. em0676, 2022. DOI: https://doi.org/10.29333/iejme/11712.

APA

Víquez, H. A. (2022). Costa Rican Preservice Mathematics Teachers’ Readiness to Teach. International Electronic Journal of Mathematics Education, 17(2), em0676. https://doi.org/10.29333/iejme/11712

BibTeX
@article{viquez2022,
  author = {Víquez, Helen Alfaro},
  title = {Costa Rican Preservice Mathematics Teachers’ Readiness to Teach},
  year = {2022},
  journal = {International Electronic Journal of Mathematics Education},
  volume = {17},
  number = {2},
  pages = {em0676},
  doi = {10.29333/iejme/11712},
  language = {en}
}
RIS
TY  - JOUR
AU  - Víquez, Helen Alfaro
TI  - Costa Rican Preservice Mathematics Teachers’ Readiness to Teach
PY  - 2022
JO  - International Electronic Journal of Mathematics Education
VL  - 17
IS  - 2
SP  - em0676
DO  - 10.29333/iejme/11712
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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