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Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers

Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers
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Author(s): Xhevdet Thaqi (Public University, Kadri Zeka, Gjilan, Kosovo), Ana Isabel Rodríguez Valladares (University of Leon, Spain) and Ekrem Aljimi (Public University, Kadri Zeka, Gjilan, Kosovo)
Copyright: 2021
Volume: 12
Issue: 1
Pages: 8
Source title: International Journal of Smart Education and Urban Society (IJSEUS)
Editor(s)-in-Chief: Miltiadis D. Lytras (Effat University, Saudi Arabia) and Linda Daniela (University of Latvia, Latvia)
DOI: 10.4018/IJSEUS.2021010105

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Abstract

Changes in today society and in the development of technology demand a greater interest in mathematical knowledge in education and didactic research on professional work. Recent research seems to confirm that mathematics is still under-worked. This is the starting point from which the interest in studying the mathematical knowledge is necessary for the professional development of perspective primary school mathematics teachers arises. The study of mathematics curricula for the training of prospective teachers in different universities and their historical evolution will provide those with necessary criteria to organize, formulate, and develop the mathematical content of this didactic point of view and to establish the diagnosis of the systematic and the subsequent intervention in the teacher training institutions. According to the recommendations of the researches and other scientific events, the basic concepts and properties of mathematics should be included in the curricula of study programs for primary school teacher training.

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