Publication: Los estándares de aprendizaje evaluables de matemáticas de Educación Primaria en futuros maestros
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Date
2022-07
Authors
Nortes Martínez-Artero, María Rosa ; Nortes Checa, Andres
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DOI
https://doi.org10.46583/edetania_2022.61.960
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info:eu-repo/semantics/article
Description
©2022. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the, Published, version of a Published Work that appeared in final form in EDETANIA 61. To access the final edited and published work see https://doi.org10.46583/edetania_2022.61.960
Abstract
El objetivo del presente estudio es analizar los estándares de aprendizaje evaluables aportados al currículo de Primaria por la Ley Orgánica 8/2013 y examinar los resultados obtenidos por futuros maestros en cuatro pruebas de evaluación de competencia matemática de 6.º de Primaria desde 2015/16 a 2018/19 al inicio de su formación. La muestra elegida la componen 862 estudiantes del Grado de Educación Primaria en los cursos 16/17 (59), 17/18 (112), 18/19 (344) y 19/20 (347) a los que se les pasa la prueba antes del comienzo de la materia Enseñanza y aprendizaje de las Matemáticas, resultando insuficientes en dos estándares en Números, en cuatro en Medida y en seis en Geometría, siendo el bloque de Incertidumbre el de mejores resultados y el de Geometría el de resultados más bajos. Por ítems el 24,03% resultaron insuficientes frente al 13,18% de sobresalientes, decreciendo el porcentaje de insuficientes frente al aumento del de sobresalientes, conforme se avanza en los cursos. De las cuatro pruebas, mejores resultados en la última y en todas mejores resultados en hombres que en mujeres, encontrando diferencias significativas por sexo favorable a hombres en el 22,48% de los ítems. Los resultados obtenidos a lo largo de cuatro cursos suscitan una reflexión más profunda sobre qué conocimientos de matemática elemental deben tener los futuros maestros al inicio de sus estudios.
The objective of this study is to analyze the assessable learning standards provided to the Primary curriculum by Organic Law 8/2013 and to examine the results obtained by future teachers in four assessment tests of mathematical competence in 6th grade of Primary since 2015/16 as of 2018/19 at the beginning of their training. The chosen sample is made up of 862 students of the Primary Education Degree in courses 16/17 (59), 17/18 (112), 18/19 (344) and 19/20 (347) who are passed the test before the beginning of the subject Teaching and learning Mathematics, resulting insufficient in two standards in Numbers, in four in Measurement and in six in Geometry, with the Uncertainty block being the one with the best results and the Geometry block the one with the lowest results. By items, 24.03% were insufficient compared to 13.18% of outstanding, decreasing the percentage of insufficient compared to the increase of outstanding, as the courses progress. Of the four tests, better results in the last one and in all better results in men than in women, finding significant differences by sex favorable to men in 22.48% of the items. The results obtained over four courses provoke a deeper reflection on what knowledge of elementary mathematics future teachers should have at the beginning of their studies.
The objective of this study is to analyze the assessable learning standards provided to the Primary curriculum by Organic Law 8/2013 and to examine the results obtained by future teachers in four assessment tests of mathematical competence in 6th grade of Primary since 2015/16 as of 2018/19 at the beginning of their training. The chosen sample is made up of 862 students of the Primary Education Degree in courses 16/17 (59), 17/18 (112), 18/19 (344) and 19/20 (347) who are passed the test before the beginning of the subject Teaching and learning Mathematics, resulting insufficient in two standards in Numbers, in four in Measurement and in six in Geometry, with the Uncertainty block being the one with the best results and the Geometry block the one with the lowest results. By items, 24.03% were insufficient compared to 13.18% of outstanding, decreasing the percentage of insufficient compared to the increase of outstanding, as the courses progress. Of the four tests, better results in the last one and in all better results in men than in women, finding significant differences by sex favorable to men in 22.48% of the items. The results obtained over four courses provoke a deeper reflection on what knowledge of elementary mathematics future teachers should have at the beginning of their studies.
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Citation
EDETANIA 61
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