Article
Spanish
ID: <
10670/1.hnhgrv>
Abstract
Summary In this research work, the knowledge of numbers and geometry of students for primary education teachers is studied. Research is of a quantitative nature and descriptive and inferential statistical techniques were used. To address the study, 20 questions released from the TIMSS tests were selected and 97 first-year students in Primary Education were applied. The results were presented in two different sections. The first one shows that those from a Baccalaureate of Sciences and those who received mathematical training in the last two years obtained higher scores (p < 0.05). In the second section, it is indicated that the student gets higher scores in the number content domain and in the cognitive domain of knowing (p < 0.05). The investigation will make it possible to reinforce the weaknesses of groups of apprentices when redesigning teaching and learning in mathematics.