Enhancing Primary Teacher Training through Academic Portfolios in Advanced Mathematics Courses
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| Title: | Enhancing Primary Teacher Training through Academic Portfolios in Advanced Mathematics Courses |
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| Language: | English |
| Authors: | Carlos Eduardo Rojas Bruna (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2025 20(4). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Advanced Courses, Mathematics Instruction, Algebra, Preservice Teacher Education, Educational Innovation, Portfolios (Background Materials), Preservice Teachers, Student Attitudes, Foreign Countries |
| Geographic Terms: | Chile |
| ISSN: | 1306-3030 |
| Abstract: | The gap between theory and practice in mathematics education, particularly in primary-teacher education, necessitates innovative teaching methodologies. This paper explores the implementation of academic portfolios as a teaching innovation in algebra and number systems I and algebra and number systems II courses within the primary teacher education program at Pontificia Universidad Católica de Chile. The methodology involved integrating academic portfolios to align course content with essential learning outcomes forfuture teaching roles. Implementation begins with a negotiation between students and teachers to establish a learning contract, followed by an overview of course rules, content, objectives, materials, and grading rubrics. Preliminary findings indicate that this innovative method enhances engagement with mathematical concepts, improves assessment efficacy in teacher training, and may contribute to enhanced preparation of primary mathematics teachers. The study highlights the role of portfolios in making students active participants in their learning, significantly enhancing the educational experience of teacher candidates. These findings suggest a promising avenue for future educational assessments and methodologies in mathematics, indicating that academic portfolios can bridge the gap between theoretical knowledge and practical applications in mathematics teacher education, potentially enhancing teacher preparation. While this study shows promising results, further research with larger samples and longer timeframes would be beneficial to establish causality and long-term impacts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486603 |
| Database: | ERIC |
| Abstract: | The gap between theory and practice in mathematics education, particularly in primary-teacher education, necessitates innovative teaching methodologies. This paper explores the implementation of academic portfolios as a teaching innovation in algebra and number systems I and algebra and number systems II courses within the primary teacher education program at Pontificia Universidad Católica de Chile. The methodology involved integrating academic portfolios to align course content with essential learning outcomes forfuture teaching roles. Implementation begins with a negotiation between students and teachers to establish a learning contract, followed by an overview of course rules, content, objectives, materials, and grading rubrics. Preliminary findings indicate that this innovative method enhances engagement with mathematical concepts, improves assessment efficacy in teacher training, and may contribute to enhanced preparation of primary mathematics teachers. The study highlights the role of portfolios in making students active participants in their learning, significantly enhancing the educational experience of teacher candidates. These findings suggest a promising avenue for future educational assessments and methodologies in mathematics, indicating that academic portfolios can bridge the gap between theoretical knowledge and practical applications in mathematics teacher education, potentially enhancing teacher preparation. While this study shows promising results, further research with larger samples and longer timeframes would be beneficial to establish causality and long-term impacts. |
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| ISSN: | 1306-3030 |
