Teaching and assessment of Algebra in Honduras: teacher’s conceptions and practices
DOI:
https://doi.org/10.5377/paradigma.v24i38.6769Keywords:
teacher’s conceptions, teaching-learning, assessment, algebraAbstract
The motivation to carry out this research arises from the results presented in the national reports regarding the low level of academic achievement in Mathematics evidenced by the Honduran students of the 7th, 8th and 9th grades of Basic Education and it is therefore intended to know the pedagogical aspects and the conceptions that the teachers have in relation to the teaching and learning of Algebra in these degrees.
The descriptive study was carried out by applying a questionnaire to 471 teachers who teach Mathematics in public and private educational centers of the different regions of the country. The results obtained reveal information about the conceptions that teachers have regarding the most difficult subjects to teach, the concept of Algebra and its importance and the perception that they have about their preparation to teach this subject. They also indicate pedagogical elements of interest such as the resources used by teachers, the type of activities they propose to their students, attention to certain standards that must be taught in the grades under study, as well as the perception they have about national tests. and their respective academic performance reports.
We consider that the results obtained are of great interest for organizations linked to the processes of support for the improvement of the educational process in Mathematics and for all those involved in the national educational process at different levels, therefore, it is suggested that they should be taken in account in the processes of training and training of teachers at the national level.
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