https://hipatiapress.com/hpjournals/index.php/redimat/issue/feedJournal of Research in Mathematics Education2022-10-24T11:52:58+02:00REDIMAT Editorial Teamredimat@hipatiapress.comOpen Journal Systems<table> <tbody> <tr> <td> <table> <tbody> <tr> <td> <p><strong>REDIMAT </strong>is an open access journal published by Hipatia Press in the field of Mathematics Education. </p> <p>REDIMAT emerges from the need to address the excessive compartmentalization of scientific knowledge that has traditionally existed in this educational field in Spain and Latin America countries. REDIMAT is an international space to stimulate scientific discussion on mathematics education drawing on scientific evidence. </p> <p>REDIMAT publishes original empirical and theoretical work, focusing on scientific researches from a diversity of theoretical and methodological approaches.</p> <p>REDIMAT publishes articles in English and Spanish three times a year, in February, June and October. Article processing charges may apply to publish in REDIMAT (see guidelines for authors).</p> <p>All research articles in this journal have undergone rigorous peer review, based on initial editor screening and blinded refereeing by two anonymous referees.</p> <p>Until October 5th 2013, Hipatia Press scientific journals were published under Creative Commons Attribution NonCommercial-NoDerivative License (CC BY NC ND). Hipatia Press journals decided to change the license and use the Creative Commons Attribution (CC BY) as recommended by the Budapest Open Access Initiative taking into account its commitment with Open Access.</p> </td> </tr> </tbody> </table> </td> </tr> </tbody> </table>https://hipatiapress.com/hpjournals/index.php/redimat/article/view/11259Editorial2022-10-23T18:48:22+02:00Javier Diez-Palomarjdiezpalomar@ub.edu<p>---</p>2022-10-24T00:00:00+02:00Copyright (c) 2022 Journal of Research in Mathematics Educationhttps://hipatiapress.com/hpjournals/index.php/redimat/article/view/10986The The complexity of the notion to teach in the assessment of the pre-professional practice of future Ecuadorian mathematics teachers2022-09-07T10:12:57+02:00Adriana Bredaadriana.breda@ub.eduEulalia Calleeulalia.calle@ucuenca.edu.ecVicenç Fontvfont@ub.edu<div><span lang="EN">Reflections on the complexity of mathematical objects, and the connection of the components of this complexity, are frequent in many of the theoretical approaches used in the area of Mathematics Education. As a consequence of these reflections, there is a tendency for mathematics teachers training to contemplate didactic sequences so that teachers consider the complexity of the mathematical object to be taught in the didactic sequences that they design and implement with their students. In this line, the first objective of this work is to determine the role of mathematics taught in the assessment guide of work practice used by the guidance teachers of the Mathematics Education Career at the University of Cuenca; while the second objective is to describe an instruction process whose objective is to incorporate in this guide the assessment of the mathematics taught, in particular the assessment of the incorporation of the complexity of the mathematical object to be taught. The results show that the guide does not value the mathematics taught and that in the didactic sequences implemented by future teachers according to it, they do not consider the complexity of the object to be taught.</span></div>2022-10-24T00:00:00+02:00Copyright (c) 2022 Adriana Breda, Eulalia Calle, Vicenç Fonthttps://hipatiapress.com/hpjournals/index.php/redimat/article/view/10261Mathematical Competence and Its Self-Perception in University Students of Education Degrees2022-06-10T10:29:47+02:00Bartolomé Pizà-Mirtpiza@cesag.orgMaria Suñé-Velamsunye@cesag.org<p>The mathematical competence of the aspiring primary teachers was evaluated from a test designed for primary school students. One in three students does not have the necessary competence to take advantage of the training offered to them at university. Of the 124 students analysed, the average was 5.6 points out of 10. They showed lower performance in the curricular blocks of measurement and geometry. Their self-perception of their knowledge in different blocks of the curriculum was also evaluated and it is evident that one in three students is aware of their low mathematical competence, while only one in ten underestimated their competence in math.</p>2022-10-24T00:00:00+02:00Copyright (c) 2022 Bartolomé Pizà-Mir, Maria Suñé-Velahttps://hipatiapress.com/hpjournals/index.php/redimat/article/view/10400Teaching models in preuniversity Mathematics and their relation with preservice teachers ages2022-09-07T10:27:13+02:00Julián Roa Gonzálezjulian.roa@udima.esJosé Luis Díaz Palenciajoseluis.diaz.p@udima.es<div><span lang="EN">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.</span></div>2022-10-24T00:00:00+02:00Copyright (c) 2022 Julián Roa González, José Luis Díaz Palenciahttps://hipatiapress.com/hpjournals/index.php/redimat/article/view/7890Incorporation of Indigenous Knowledge in the Mathematical Geometry Discipline at a TVET College 2021-05-15T08:52:22+02:00Makhosi P Madimabekhosimadix@gmail.comBunmi Isaiah OmodanOmodanbunmi@gmail.comCias T TsotetsiTsotetsiCT@ufs.ac.za<div><span lang="EN-US">Mathematical geometrical (MG) concept is often perceived as abstract and difficult to understand by students at the TVET College. Students are unable to perform well in Mathematic Assessments Tasks specifically on this concept. Drawing from this is the declining percentages of student enrolments in mathematics at National Qualification Framework (NQF) level 2. The aim of this study was to enhance the teaching and learning of Mathematical Geometry through the integration of indigenous knowledge in the form of a pilot-practical assessment task (PAT). The research team made use of focus group discussions to gather empirical data. Students were given the practical assessment task that incorporated indigenous knowledge to close the gap of students being unable to relate the mathematical geometry taught in the classroom to their everyday lives that seemed to prevail amongst mathematics students at a TVET College. Ten co-researchers were homogeneously selected based on their level of experience in teaching mathematical geometry at a TVET college located in the Afromontane communities of Thabo Mofutsanyane municipality, South Africa. The result indicated that indigenous knowledge can be utilized as an effective way of learning and teaching mathematical geometry at the TVET college.</span></div>2022-10-24T00:00:00+02:00Copyright (c) 2022 Makhosi P Madimabe, Bunmi Isaiah Omodan, Cias T Tsotetsi