Specific Mathematics Learning Objectives Expressed by Teachers in Training

Elena Castro-Rodríguez; Juan F. Ruiz-Hidalgo; Jose L. Lupiáñez; Jose A. Fernández-Plaza; Luis Rico; Isidoro Segovia; Pablo Flores

doi:10.29333/iejme/11670

Elena Castro-Rodríguez ¹ ^* , Juan F. Ruiz-Hidalgo ¹ , Jose L. Lupiáñez ¹ , Jose A. Fernández-Plaza ¹ , Luis Rico ¹ , Isidoro Segovia ¹ , Pablo Flores ¹

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¹ Universidad de Granada, SPAIN^* Corresponding Author

Abstract

The formulation of learning objectives is considered an important task for teaching at all educational levels. However, teachers tend to trivialize learning objectives and consider them as part of an administrative requirement. This study sought to characterize the specific learning objectives for two school mathematics tasks posed by primary teachers in training, and to study the differences in the objectives proposed for each task. By means of a semantic questionnaire, the proposals were collected, classified and analysed using categories based on a triad of components for a specific objective: capability, content, and context. The responses show both an instrumental approach—where knowledge consists in mastering techniques and algorithms useful to furthering certain behaviours and attaining specific objectives—and a structural approach—where knowledge consists in a structured system of formalized rules and concepts based on the deduction. Moreover, this expectation depends on the kind of school task.

Keywords

learning expectations
mathematics tasks
prospective primary teachers
teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 17, Issue 2, May 2022, Article No: em0675

https://doi.org/10.29333/iejme/11670

Publication date: 02 Feb 2022

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Article Downloads: 1684

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Castro-Rodríguez, E., Ruiz-Hidalgo, J. F., Lupiáñez, J. L., Fernández-Plaza, J. A., Rico, L., Segovia, I., & Flores, P. (2022). Specific Mathematics Learning Objectives Expressed by Teachers in Training. International Electronic Journal of Mathematics Education, 17(2), em0675. https://doi.org/10.29333/iejme/11670

Vancouver

Castro-Rodríguez E, Ruiz-Hidalgo JF, Lupiáñez JL, Fernández-Plaza JA, Rico L, Segovia I, et al. Specific Mathematics Learning Objectives Expressed by Teachers in Training. INT ELECT J MATH ED. 2022;17(2):em0675. https://doi.org/10.29333/iejme/11670

AMA

Castro-Rodríguez E, Ruiz-Hidalgo JF, Lupiáñez JL, et al. Specific Mathematics Learning Objectives Expressed by Teachers in Training. INT ELECT J MATH ED. 2022;17(2), em0675. https://doi.org/10.29333/iejme/11670

Chicago

Castro-Rodríguez, Elena, Juan F. Ruiz-Hidalgo, Jose L. Lupiáñez, Jose A. Fernández-Plaza, Luis Rico, Isidoro Segovia, and Pablo Flores. "Specific Mathematics Learning Objectives Expressed by Teachers in Training". International Electronic Journal of Mathematics Education 2022 17 no. 2 (2022): em0675. https://doi.org/10.29333/iejme/11670

Harvard

Castro-Rodríguez, E., Ruiz-Hidalgo, J. F., Lupiáñez, J. L., Fernández-Plaza, J. A., Rico, L., Segovia, I., and Flores, P. (2022). Specific Mathematics Learning Objectives Expressed by Teachers in Training. International Electronic Journal of Mathematics Education, 17(2), em0675. https://doi.org/10.29333/iejme/11670

MLA

Castro-Rodríguez, Elena et al. "Specific Mathematics Learning Objectives Expressed by Teachers in Training". International Electronic Journal of Mathematics Education, vol. 17, no. 2, 2022, em0675. https://doi.org/10.29333/iejme/11670