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CONFLICTOS EN LA VISIÓN MATEMÁTICA DEL MUNDO Aún más retos para los futuros profesores de matemáticas

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

CONFLICTOS EN LA VISIÓN MATEMÁTICA DEL MUNDO Aún más retos para los futuros profesores de matemáticas. / Göller, Robin.
In: Prometeica, No. 27, 27.07.2023, p. 410-420.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Göller, R 2023, 'CONFLICTOS EN LA VISIÓN MATEMÁTICA DEL MUNDO Aún más retos para los futuros profesores de matemáticas', Prometeica, no. 27, pp. 410-420. https://doi.org/10.34024/prometeica.2023.27.15326

APA

Göller, R. (2023). CONFLICTOS EN LA VISIÓN MATEMÁTICA DEL MUNDO Aún más retos para los futuros profesores de matemáticas. Prometeica, (27), 410-420. https://doi.org/10.34024/prometeica.2023.27.15326

Vancouver

Göller R. CONFLICTOS EN LA VISIÓN MATEMÁTICA DEL MUNDO Aún más retos para los futuros profesores de matemáticas. Prometeica. 2023 Jul 27;(27):410-420. doi: 10.34024/prometeica.2023.27.15326

Bibtex

@article{f68193dff72a4e17b90991216ab2fcc4,
title = "CONFLICTOS EN LA VISI{\'O}N MATEM{\'A}TICA DEL MUNDO A{\'u}n m{\'a}s retos para los futuros profesores de matem{\'a}ticas",
abstract = "University mathematics education and civic education through mathematics emphasise different aspects of the mathematical worldview. The present study qualitatively analyses 21 mathematics students{\textquoteright} mathematics-specific intrinsic motivation for choosing a mathematics study programme referring to different aspects of their mathematical worldview before the beginning of their study. The results show that many preservice teachers enjoy schematic aspects of mathematics, which does neither correspond to the type of mathematics taught at universities nor to civic education through mathematics. These findings contribute to explaining demotivation and frustration of preservice teachers with university mathematics as well as challenges for implementing civic education through mathematics in classrooms.",
keywords = "civic education through mathematics, mathematical worldviews, mathematics-specific intrinsic motivation, university mathematics education, Mathematics, civic education through mathematics, mathematical worldviews, mathematics-specific intrinsic motivation, university mathematics education, Didactics of Mathematics",
author = "Robin G{\"o}ller",
note = "Publisher Copyright: {\textcopyright} 2023 CONICET - Emiliano Aldegani. All rights reserved.",
year = "2023",
month = jul,
day = "27",
doi = "10.34024/prometeica.2023.27.15326",
language = "Spanish (Ecuador)",
pages = "410--420",
journal = "Prometeica",
issn = "1852-9488",
publisher = "CONICET - Emiliano Aldegani",
number = "27",

}

RIS

TY - JOUR

T1 - CONFLICTOS EN LA VISIÓN MATEMÁTICA DEL MUNDO Aún más retos para los futuros profesores de matemáticas

AU - Göller, Robin

N1 - Publisher Copyright: © 2023 CONICET - Emiliano Aldegani. All rights reserved.

PY - 2023/7/27

Y1 - 2023/7/27

N2 - University mathematics education and civic education through mathematics emphasise different aspects of the mathematical worldview. The present study qualitatively analyses 21 mathematics students’ mathematics-specific intrinsic motivation for choosing a mathematics study programme referring to different aspects of their mathematical worldview before the beginning of their study. The results show that many preservice teachers enjoy schematic aspects of mathematics, which does neither correspond to the type of mathematics taught at universities nor to civic education through mathematics. These findings contribute to explaining demotivation and frustration of preservice teachers with university mathematics as well as challenges for implementing civic education through mathematics in classrooms.

AB - University mathematics education and civic education through mathematics emphasise different aspects of the mathematical worldview. The present study qualitatively analyses 21 mathematics students’ mathematics-specific intrinsic motivation for choosing a mathematics study programme referring to different aspects of their mathematical worldview before the beginning of their study. The results show that many preservice teachers enjoy schematic aspects of mathematics, which does neither correspond to the type of mathematics taught at universities nor to civic education through mathematics. These findings contribute to explaining demotivation and frustration of preservice teachers with university mathematics as well as challenges for implementing civic education through mathematics in classrooms.

KW - civic education through mathematics

KW - mathematical worldviews

KW - mathematics-specific intrinsic motivation

KW - university mathematics education

KW - Mathematics

KW - civic education through mathematics

KW - mathematical worldviews

KW - mathematics-specific intrinsic motivation

KW - university mathematics education

KW - Didactics of Mathematics

UR - http://www.scopus.com/inward/record.url?scp=85169798569&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/2bfc7424-d34f-3f03-8a99-1b9d2bc76dc5/

U2 - 10.34024/prometeica.2023.27.15326

DO - 10.34024/prometeica.2023.27.15326

M3 - Zeitschriftenaufsätze

AN - SCOPUS:85169798569

SP - 410

EP - 420

JO - Prometeica

JF - Prometeica

SN - 1852-9488

IS - 27

ER -

Other publications by the same author(s)

Erfassung und Vergleich von (mathematischen) Eingangsvoraussetzungen angehender Studierender verschiedener mathematikhaltiger Studiengänge

Göller, R., Gildehaus, L., Liebendörfer, M. & Besser, M., 01.03.2023, Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021: Beiträge zum gleichnamigen Online-Symposium am 12. November 2021 aus Bochum. Härterich, J., Kallweit, M., Rolka, K. & Skill, T. (eds.). Münster: WTM - Verlag für wissenschaftliche Texte und Medien, p. 66-80 15 p. (Schriften zur Hochschuldidaktik Mathematik; vol. 9).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Mathematics-specific motivations for choosing a mathematics teaching degree study programme

Göller, R., 2023, Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023: Volume 2. Ayalon, M., Koichu, B., Leikin, R., Rubel, L. & Tabach, M. (eds.). Israel: University of Haifa, Vol. 2. p. 379-386 8 p. (Proceedings of the International Group for the Psychology of Mathematics Education; vol. 2).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Selbstkonzepte und mathematische Weltbilder in einem Seminar zu realitätsbezogenen Aufgaben mit MathCityMap

Göller, R., Poschkamp, A.-K. & Besser, M., 01.04.2023, Beiträge zum Mathematikunterricht 2022: 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. Münster: WTM - Verlag für wissenschaftliche Texte und Medien, p. 201-204 4 p.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers

Göller, R., Gildehaus, L., Liebendörfer, M. & Besser, M., 2022, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain July 18 – 23, 2022; Volume 2 Research Reports A – H. Fernández, C., Llinares, S., Gutiérrez, Á. & Planas, N. (eds.). Alicante: Universidad de Alicante, Vol. 2. p. 307-314 8 p. (Proceedings of the International Conference for the Psychology of Mathematical Education).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Motive für die Wahl des Studiengangs Wirtschaftspädagogik: Vergleichende Analysen für die Studiengänge Wirtschaftspädagogik, Grund-, Haupt- und Realschullehramt sowie Betriebswirtschaftslehre

Göller, R., Stellmacher, A., Lüdtke, S., Besser, M. & Freund, P. A., 01.06.2022, In: Zeitschrift für Berufs- und Wirtschaftspädagogik. 118, 2, p. 238-260 23 p.

Research output: Journal contributions › Journal articles › Research › peer-review

DOI

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