Preparing Secondary Mathematics Preservice Teachers for Rural Schools in Colombia

This article describes a qualitative research case study that aimed to explore the complexity levels and types of mathematical thinking and national mathematics standards that a group of preservice teachers (PSTs) used to write mathematics word problems for secondary school students. The context was...

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Bibliographic Details
Published in:The international journal of science, mathematics and technology learning mathematics and technology learning, 2023, Vol.30 (2), p.83-99
Main Authors: Feliciano Semidei, Ricela, Alvayero Ricklefs, Mariana, Rocha-Fontalvo, Yolima, Palencia, Kevin, Beltrán-Hoyos, Raúl
Format: Article
Language:English
Subjects:
Addition & subtraction
Audio data
Colleges & universities
Complexity
Data analysis
Data collection
Mathematical analysis
Mathematics teachers
Preservice Teachers
Qualitative research
Rural schools
Secondary School Mathematics
Secondary School Students
Secondary school teachers
Teacher education
Teachers
Word Problems (Mathematics)
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Summary:This article describes a qualitative research case study that aimed to explore the complexity levels and types of mathematical thinking and national mathematics standards that a group of preservice teachers (PSTs) used to write mathematics word problems for secondary school students. The context was a teacher preparation course at a public university located in a rural region in Colombia, South America. The collected data included PSTs’ community reports, audio recordings of small-group discussions, and mathematics word problems. The data analysis process encompassed inductively created codebooks, several rounds of coding, and the inter-rater technique. The findings of the study demonstrated that most word problems written by the PSTs aligned with a few national mathematics standards and different potential levels of mathematical thinking. However, there was a disconnect between these levels of mathematical complexity and the types of funds of knowledge identified. The article ends by sharing implications for mathematics teacher education and suggestions for future research.
ISSN:2327-7971
2327-915X
DOI:10.18848/2327-7971/CGP/v30i02/83-99