Initial Teacher Training in Elementary Mathematics and its Didactics
DOI:
https://doi.org/10.47553/rifop.v96i35.1.85882Abstract
We present a quantitative analysis with a non-experimental research design of the initial teacher training in mathematics of the Degrees of Elementary School of all the Spanish universities in the academic year 2019-2020. The data has been collected from the syllabus of every educational institution obtaining the number and duration of compulsory and optional courses, the type of course attending to their mathematical, didactic of mixed contents, as well as the year where the course is placed in the syllabus. The study shows the heterogeneity of the system, it analyses the limited offer of speciality programs in mathematics and related areas within the syllabus, it observes the differences between public and private institutions and presents the evolution of this data in comparison with previous studies. In addition, we extract some conclusions relating the data obtained with the standards of the National Council on Teacher Quality for the mathematics preparation of elementary teachers. Our results present a global view of the Spanish educational system, revealing areas of improvement in accordance with national and international recommendations.
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