Futuros profesores de matemáticas: Rol de la disponibilidad léxica, esquemas de razonamiento formal en logros académicos durante su formación inicial

Abstract

This work presents the results of a study about the predictability of socio-educational and cognitive variables affecting academic performance of future mathematics teachers (sample of 173 persons). The study first analyses how variability in future mathematics teachers' GPA scores during their university training is explained by means of analyzing their levels of logical intelligence, available lexicon, the level of development of their formal reasoning schema, gender and educational level. A correlational descriptive design and a linear regression analysis were used for this and it was confirmed that a significant percentage of the variance of future mathematics teachers' GPA scores is explained by means of the models presented in this article. Specifically, both available lexicon and formal reasoning schema, show to be particularly relevant in these models. The need to strengthen the development of these abilities in pre-service mathematics teacher training in Chile is finally discussed.