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RESEARCH PAPER
Rural teachers’ meanings about teaching of decimal metric system
1
Department of Mathematical Education, Quindío University, Armenia, COLOMBIA
2
Department of Mathematical, Autónoma de Guerrero University, Chilpancingo de los Bravo, MEXICO
Online publication date: 2024-05-24
Publication date: 2024-06-01
EURASIA J. Math., Sci Tech. Ed 2024;20(6):em2456
KEYWORDS
ABSTRACT
This article describes and identifies the personal meanings that the multigrade schoolteacher has
in the teaching of the decimal metric system, through the facets of didactic mathematical
knowledge. In various investigations supported by this theory, the need to apply the notion of
facets or didactic suitability as an instructional process in which teachers are knowledgeable and
competent in an academic setting, has been visualized. In this sense, the research is framed in
teachers of different areas of knowledge that guide mathematics in which ten teachers
participated. The data collection is based on the analysis of a diagnostic test and a semi-structured
interview. Finally, as one of the relevant results of the research, three epistemic configurations are
obtained from the personal meanings identified in the teachers interviewed.
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