Influencia del conocimiento profundo del profesor sobre fracciones en el aprendizaje de alumnos de 4o. grado

Palmenia de la Cruz Rodríguez Rojas; Carlos Arturo Navarrete Rojas

doi:10.24320/redie.2020.22.e10.2285

Authors

Palmenia de la Cruz Rodríguez Rojas Universidad de la Serena https://orcid.org/0000-0002-1703-0439
Carlos Arturo Navarrete Rojas Universidad de La Serena https://orcid.org/0000-0002-2884-7882

DOI:

https://doi.org/10.24320/redie.2020.22.e10.2285

Keywords:

Teacher knowledge, fractions, mathematics education.

Supporting Agencies:

Doctorado Nacional 2015-21151548, Proyecto DIULS INICIACIÓN PI14151 Universidad de la Serena

Abstract

The aim of this study is to establish to what extent the teacher’s deep knowledge about fractions and knowledge for the teaching of fractions, adjusted by the socioeconomic level and the school mathematical knowledge (SIMCE), influences the learning of the students in the conceptualization of fractions in fourth grade. Information was obtained from 378 4th grade students of 9 schools and their respective mathematics teachers. The results of the regression analysis show that effect of teacher’s deep knowledge is significant in the learning per student (p = 0.001), beyond what is explained by the SIMCE score of the school, which is also significant (p = 0.02).

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