Prácticas de clase y materiales curriculares en la enseñanza inicial del conocimiento matemático en España

  1. Jorge Martín Domínguez 1
  2. Inés Rodríguez Martín 1
  3. Elena Ramírez Orellana 1
  4. Inmaculada Martín Sánchez 1
  1. 1 Universidad de Salamanca, España.
Journal:
Estudios pedagógicos

ISSN: 0716-050X 0718-0705

Year of publication: 2023

Volume: 49

Issue: 1

Pages: 125-144

Type: Article

DOI: 10.4067/S0718-07052023000100125 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Estudios pedagógicos

Metrics

Cited by

  • Scopus Cited by: 0 (11-02-2024)
  • Dimensions Cited by: 0 (14-02-2024)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.288
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 871/1438

CIRC

  • Social Sciences: B

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 1.0
  • Area: Education Percentile: 31

Dimensions

(Data updated as of 14-02-2024)
  • Total citations: 0
  • Recent citations (2 years): 0

Abstract

This paper aims to analyse whether teachers select, combine and adapt resources as part of the overall management of their classroom practices. The aim of this paper will therefore be to establish the role materials play in the classroom, specifically the pedagogical approach to the initial teaching of mathematical knowledge they propose and the coincidence to the classroom practices where they are used. We worked with 39 recordings of classes of 9 teachers. By applying a qualitative data analysis system that permits analysing the tasks for teaching initial mathematical knowledge in classroom practices and the tasks that are in the materials. The results suggest a moderate alignment between practices and materials, within a curricular context that guides rather than dictates, albeit with a reasonably consolidated didactic culture regarding the teaching of initial mathematical knowledge.