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Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion

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  • Teresa F. Blanco

    (Faculty of Education Sciences, University of Santiago de Compostela (USC), 15782 Santiago de Compostela, Spain)

  • Alejandro Gorgal-Romarís

    (Faculty of Education Sciences, University of Santiago de Compostela (USC), 15782 Santiago de Compostela, Spain)

  • Cristina Núñez-García

    (Faculty of Education Sciences, University of Santiago de Compostela (USC), 15782 Santiago de Compostela, Spain)

  • Pablo G. Sequeiros

    (Faculty of Teacher Training, University of Santiago de Compostela (USC), 27002 Lugo, Spain)

Abstract

An analysis of the didactic-mathematical knowledge put into play by a sample of 30 prospective primary teachers during their participation in a Service-Learning program focused on mathematical stimulation as a measure of attention to adolescents at risk of social exclusion is presented. The program aimed to respond to current training demands by promoting the development of mathematics-specific professional competencies, as well as social skills to interact with students, and to positively influence the prospective teachers’ affection towards mathematics and its teaching. It was developed during three academic years in two phases: the learning module was oriented to the presentation of the mathematical stimulus program and the didactical analysis of the STEAM activities knocking it into shape; in the service module, the participants implemented the activities in an educational center with students at risk of social exclusion. The analysis was carried out from the video recordings of the sessions, the future teachers’ written reports with the analysis of the activities, questionnaires on the didactic-mathematical knowledge and a satisfaction test. The results show difficulties on the part of the future teachers to analyze some of the activities of the program, which seems to have its origin in their poor command of the common knowledge of the mathematical content, which also limits them when it comes to managing the activities in the way expected for the stimulus program. All in all, participation in the program was positively assessed by them in relation to its usefulness for their training. The potential benefit of Service-Learning programs such as the one addressed here in the face of a positive impact on the affections towards mathematics is concluded, as a necessary step for a more effective acquisition of didactic-mathematical knowledge and skills in the initial training.

Suggested Citation

  • Teresa F. Blanco & Alejandro Gorgal-Romarís & Cristina Núñez-García & Pablo G. Sequeiros, 2022. "Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion," Mathematics, MDPI, vol. 10(4), pages 1-18, February.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:4:p:652-:d:753679
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    References listed on IDEAS

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    1. United Nations Educational, Scientific and Cultura UNESCO, 2017. "Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM)," Working Papers id:12246, eSocialSciences.
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    1. Neliswa Gqoli & Chinedu Okeke & Christian Ugwuanyi, 2022. "Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(8), pages 360-366, November.

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