Teaching models in preuniversity Mathematics and their relation with preservice teachers ages

Abstract

This paper addresses the mathematical education received during the pre-university stage based on the teaching-learning processes experienced by 225 students from the master’s degree in Teacher Training of Secondary, Baccalaureate, and FP and the Degree of Teacher of Primary Education of the Madrid Open University (UDIMA). For collecting the required information, a computerized questionnaire designed by the authors of this work and validated by the Ethics Committee of the Madrid Open University (UDIMA), has been used. The results of our study reveal the preservice teachers' memories about mathematics during the Primary and Secondary stages. Traditional teaching models, based on the repetition of calculation procedures, are the majority compared to other active teaching models. It is observed that a progressive increase in the methodologies supported by solving complex problems, detecting a moderate influence of the legislative changes produced in Spain in 2006. The mastery of classical teaching models and the moderate work around complex problems detected in pre-university education can be major constraints when developing new competency-based legislative approaches.