Abstract
This work analyses the epistemological, pedagogical and disciplinary conceptions of primary school mathematics teachers. The theory of teacher conceptions is used as a basis. It is a qualitative study, using an ex post facto interpretative-comprehensive design. Individual interviews and a focus group were held with eight teachers from the cities of Concepción, Temuco, and Santiago. The analysis was based on Grounded Theory and included information triangulation. The results reveal that the epistemological, disciplinary and pedagogical conceptions of mathematics are central to meeting the teachers’ expectations about their specialization and that disciplinary autonomy and the teaching and evaluative aspects are relevant to the teaching conceptions of how to transfer the learned subject matter to the classroom.
Presenters
Anmarie BeyerClaudia García
Edith Pinto
Yenny Assael
Ricardo Abarca
Sebastian Molina
Marcelo Arancibia
Christian Miranda Jaña
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
In-Service Teacher Training, Teaching Conceptions, Mathematics Specialisation
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