Mónica Carreño-Adasme, Macarena Valenzuela-Molina, Jaime Huincahue, Claudio Gaete-Peralta

Proceedings of the 15th International Conference on Society and Information Technologies: ICSIT 2024, pp. 1-4 (2024); https://doi.org/10.54808/ICSIT2024.01.1

Mónica Carreño-Adasme
Facultad de Educación, Universidad San Sebastián, Santiago, Chile

Macarena Valenzuela-Molina
Departamento de Pedagogía Inicial y Básica, Universidad Alberto Hurtado, Santiago, Chile

Jaime Huincahue
Centro de Investigación de Estudios Avanzados del Maule, Universidad Católica del Maule, Talca, Chile

Claudio Gaete-Peralta
Departamento de Matemáticas y Ciencias de la Ingeniería, Universidad Bernardo O'Higgins, Santiago, Chile

Cite this paper as:
Carreño-Adasme, M., Valenzuela-Molina, M., Huincahue, J., Gaete-Peralta, C. (2024). Pedagogical and Content Knowledge in the Educational Practices of Novice Mathematics Teachers in Primary Education. In N. Callaos, J. Horne, B. Sánchez, T. Tran (Eds.), Proceedings of the 15th International Conference on Society and Information Technologies: ICSIT 2024, pp. 1-4. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/ICSIT2024.01.1

This study focuses on novice teachers of basic education with a specialisation in mathematics and their first and important stage of professional insertion. It is widely known that the first years of teaching is a challenging and complex process, where the processes of accompaniment have very little effective space in educational environments in Latin America and in other latitudes, causing uncertainties and tensions to the recent graduate that affects the first educational practices as a new teacher. From a qualitative paradigm and using a case study, the transcripts of interviews and documents were analysed in order to deepen the contextualisation of each participant, with the aim of finding out what didactic difficulties exist in the novice mathematics teacher at primary level. The first results offer an inductive categorisation of difficulties, identifying them as crosscutting themes in initial teacher training. Furthermore, it is identified that the difficulties are found in the training plans, showing that it is necessary to carry out a permanent monitoring of initial training in order to have better prepared mathematics teachers at primary level.