Author ORCID Identifier
Ricela Feliciano-Semidei: https://orcid.org/0000-0002-2620-0612
Document Type
Article
Publication Title
The International Journal of Science, Mathematics, & Technology Learning
Abstract
This article describes a qualitative research case study that aimed to explore the complexity levels and types of mathematical thinking and national mathematics standards that a group of preservice teachers (PSTs) used to write mathematics word problems for secondary school students. The context was a teacher preparation course at a public university located in a rural region in Colombia, South America. The collected data included PSTs’ community reports, audio recordings of small-group discussions, and mathematics word problems. The data analysis process encompassed inductively created codebooks, several rounds of coding, and the inter-rater technique. The findings of the study demonstrated that most word problems written by the PSTs aligned with a few national mathematics standards and different potential levels of mathematical thinking. However, there was a disconnect between these levels of mathematical complexity and the types of funds of knowledge identified. The article ends by sharing implications for mathematics teacher education and suggestions for future research.
First Page
83
Last Page
99
DOI
10.18848/2327-7971/CGP/v30i02/83-99
Publication Date
4-3-2023
Recommended Citation
Feliciano-Semidei, R., Ricklefs, M. A., Rocha Fontalvo, Y. A., Palencia Infante, K. A., & Beltrán Hoyos, R. A. (2023). Preparing secondary mathematics preservice teachers for rural schools in Colombia. The International Journal of Science, Mathematics, & Technology Learning, 30(2), 83-99. https://doi.org/10.18848/2327-7971/CGP/v30i02/83-99.
Original Citation
Feliciano-Semidei, R., Ricklefs, M. A., Rocha Fontalvo, Y. A., Palencia Infante, K. A., & Beltrán Hoyos, R. A. (2023). Preparing secondary mathematics preservice teachers for rural schools in Colombia. The International Journal of Science, Mathematics, & Technology Learning, 30(2), 83-99. https://doi.org/10.18848/2327-7971/CGP/v30i02/83-99.
Department
Department of Mathematical Sciences
