Specific Mathematics Learning Objectives Expressed by Teachers in Training

Autor/inn/en	Castro-Rodríguez, Elena; Ruiz-Hidalgo, Juan F.; Lupiáñez, Jose L.; Fernández-Plaza, Jose A.; Rico, Luis; Segovia, Isidoro; Flores, Pablo
Titel	Specific Mathematics Learning Objectives Expressed by Teachers in Training
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Castro-Rodríguez, Elena) ORCID (Ruiz-Hidalgo, Juan F.) ORCID (Lupiáñez, Jose L.) ORCID (Fernández-Plaza, Jose A.) ORCID (Rico, Luis) ORCID (Segovia, Isidoro) ORCID (Flores, Pablo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Preservice Teachers; Mathematics Instruction; Educational Objectives; Elementary School Teachers; Teacher Education Programs; Student Attitudes; Task Analysis; Teaching Methods; Textbooks; Content Analysis; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Ausland; Spanien
Abstract	The formulation of learning objectives is considered an important task for teaching at all educational levels. However, teachers tend to trivialize learning objectives and consider them as part of an administrative requirement. This study sought to characterize the specific learning objectives for two school mathematics tasks posed by primary teachers in training, and to study the differences in the objectives proposed for each task. By means of a semantic questionnaire, the proposals were collected, classified and analysed using categories based on a triad of components for a specific objective: capability, content, and context. The responses show both an instrumental approach--where knowledge consists in mastering techniques and algorithms useful to furthering certain behaviours and attaining specific objectives--and a structural approach--where knowledge consists in a structured system of formalized rules and concepts based on the deduction. Moreover, this expectation depends on the kind of school task. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01