Disciplinary competencies in mathematics: Perception of General Basic Education Teachers regarding their initial training process

Aravena Ramírez, Lorenzo D.,

doi:10.17762/turcomat.v12i5.1476

Abstract

This research reveals the perception of teachers in General Basic Education Pedagogy regarding the disciplinary competencies in the subject of mathematics achieved during their initial training process. The results of the interviews applied to these professionals show a dissatisfaction with the mathematical knowledge received, considering that this has generated difficulties in their professional development since, from the perspective of the interviewees, higher education institutions did not fulfill their training role in this subject area.

Highlights

Both internationally and in Chile, the concern for the role of teachers has not been absent in the educational discussion (Morales, 2018; Piñero Charlo, 2020; Vanegas Ortega and FuentealbaJara, 2019), since vital importance is given to the impact that teachers have on society (Gajardo-Asbún, 2019)
Another element highlighted by the report is the weak initial training of mathematics teachers who teach in General Basic Education, and according to the results of the TEDS-M evaluation, Chile ranks second to last among the participating countries (Astudilloet al., 2011)
The results of TEDS-M and the END present an analysis of initial teacher training at both international and national levels from a quantitative epistemological approach, so it is pertinent to ask from a qualitative approach, what is the perception of teachers of General Basic Education Pedagogy graduated from universities located in the Maule region, regarding the level of mastery of disciplinary competencies in mathematics achieved in their initial training process? In order to answer this question, it is necessary to know the definition of mathematical competencies

Summary

Introduction

Both internationally and in Chile, the concern for the role of teachers has not been absent in the educational discussion (Morales, 2018; Piñero Charlo, 2020; Vanegas Ortega and FuentealbaJara, 2019), since vital importance is given to the impact that teachers have on society (Gajardo-Asbún, 2019). Once again, the topic becomes important when it is reflected in the conclusions presented by the Presidential Advisory Council for the Quality of Education (2006), where it is established that initial teacher training is a limiting factor for the achievement of an excellent education, which is why the need for the development of a professional teaching career is proposed. Another element highlighted by the report is the weak initial training of mathematics teachers who teach in General Basic Education, and according to the results of the TEDS-M evaluation, Chile ranks second to last among the participating countries (Astudilloet al., 2011). For the development of this study, the definition proposed by the Programme for International Student Assessment was adopted (PISA) (2014): Mathematical competence is an individual's ability to identify and understand the role of mathematics in the world, make informed judgments, and use and relate to mathematics in ways that meet the needs of individuals' lives as constructive, engaged, and reflective citizens (p. 21)

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