We seek to understand how students perceive the different components of a rectangular structure in the measurement and calculation of the area of rectangular regions, before learning the formula. The proposed exploratory task is part of a qualitative-interpretive design-based research study in grade 4 (9-10 years old). Data was collected through participant observation and include video records, photographic records, students’ written productions, and field notes. The data analysis focuses on the content analysis of interventions in moments of whole-class discussion, analyzing students’ problem-solving strategies and actions of the teacher and the researcher in leading these moments. From the results we can infer that the students developed mental models that allow them to perceive the rectangular structure formed by rows and columns, and they were able to apply that knowledge to real contexts. The exploratory approach was essential to the development of that knowledge.
Adapting national education regulations to the characteristics of each educational institution in contexts of curricular autonomy gives rise to interpretations that may affect the quality of the area plans developed by schools to operationalize the curriculum. In this article, we propose a model for analysing an area plan from three perspectives: its pedagogical usefulness for teachers, its alignment with national regulations, and its internal consistency. The model comprises five attributes: the pedagogical treatment of topics, alignment with standards, topic coverage, topic specificity, and coherence. We provide guidelines for measuring these attributes and comparing them with a reference area plan. We illustrate the application of the model using a Colombian secondary-school mathematics area plan. The results obtained with this model make it possible to identify areas for improvement in the area plans produced by schools.
The analysis of descriptors in scientific articles constitutes a key tool for understanding the epistemological configuration of fields of knowledge. This study examines 1,056 mathematics education articles published in journals with Latin American authorship, identifying a total of 2,590 descriptors. Using natural language processing techniques and topic modeling (LDA), the terms were classified into ten thematic areas that combine consolidated research lines (such as teacher education, mathematical reasoning, and learning) with emerging areas, including the social dimension, statistical literacy, and semiotic approaches. The results provide a balanced map of research in mathematics education in Latin America, highlighting both the diversity of perspectives and the need to move forward in the standardization of terminology. Finally, as a future perspective, the study proposes comparing the topics identified with those from European and English-speaking contexts, in order to situate regional production within the global framework of the discipline.
Teachers’ attitudes influence both their own learning and their future teaching practice. This study analyzes the psychometric properties of the Mathematics Attitudes Scale (Escala de Actitudes hacia las Matemáticas, EAM) developed by Palacios et al. (2014) in a sample of 411 undergraduate students enrolled in a primary education degree, with the aim of examining its validity and proposing a refined version. From a three-dimensional perspective—emotional, motivational, and cognitive—previous instruments were reviewed, highlighting the need for valid and context-sensitive tools. Factor analysis revealed a three-factor structure comprising 29 items that assess motivation, confidence, and enjoyment of mathematics. The new version, EAM-29, demonstrated adequate reliability and validity indices. In conclusion, it constitutes a robust and accessible instrument for investigating attitudes toward mathematics in initial teacher education.
In this study, we investigate teaching algebra in the 39 Spanish public universities that offer a bachelor’s degree in Primary Education. Using a descriptive qualitative methodological approach, we analyze 28 teaching guides and the responses to a questionnaire of 35 university teachers. The data show that: (a) 56.4% of universities provide training on algebra and its teaching; and (b) it is mainly carried out in the first two academic years, combining pedagogical and disciplinary knowledge, using content instruction as a training method and with the support of manipulatives and technological resources. We conclude that it is necessary to identify and address the causes of the limited presence of teaching algebra, as well as to describe updated disciplinary and pedagogical knowledge that enables the development of more integrated training.
