POR QUÉ ESTUDIA UN PROFESOR DE MATEMÁTICAS UNA MAESTRÍA EN MATEMÁTICA EDUCATIVA

Juan Gabriel Molina Zavaleta; Alejandro Miguel Rosas Mendoza

doi:10.37467/revhuman.v11.4024

POR QUÉ ESTUDIA UN PROFESOR DE MATEMÁTICAS UNA MAESTRÍA EN MATEMÁTICA EDUCATIVA

Translated title of the contribution: Why a mathematics teacher studies a master’s degree in Mathematics Education

Juan Gabriel Molina Zavaleta, Alejandro Miguel Rosas Mendoza

Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada (CICATA), Unidad Legaria

Research output: Contribution to journal › Article › peer-review

Abstract

A study of in-service mathematics teachers motivation to pursue a master degree in Mathematics Education is presented. The research was carried out by analyzing the files of four admission processes. 316 cases between the years 2018-2021 were considered. During an interview, participants responded to the question “Why did you decide to study the Master in Science in Mathematics Education degree?” The outcomes indicated the most declared reason was to seek professional development; this predominant response was maintained across these years (except for 2019). Other popular reasons included the master degree modality, institutional prestige, and pleasure in teaching mathematics.

Translated title of the contribution	Why a mathematics teacher studies a master’s degree in Mathematics Education
Original language	Spanish
Journal	Human Review. International Humanities Review / Revista Internacional de Humanidades
Volume	11
DOIs	https://doi.org/10.37467/revhuman.v11.4024
State	Published - 15 Dec 2022

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title = "POR QU{\'E} ESTUDIA UN PROFESOR DE MATEM{\'A}TICAS UNA MAESTR{\'I}A EN MATEM{\'A}TICA EDUCATIVA",

abstract = "A study of in-service mathematics teachers motivation to pursue a master degree in Mathematics Education is presented. The research was carried out by analyzing the files of four admission processes. 316 cases between the years 2018-2021 were considered. During an interview, participants responded to the question “Why did you decide to study the Master in Science in Mathematics Education degree?” The outcomes indicated the most declared reason was to seek professional development; this predominant response was maintained across these years (except for 2019). Other popular reasons included the master degree modality, institutional prestige, and pleasure in teaching mathematics.",

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AU - Zavaleta, Juan Gabriel Molina

AU - Mendoza, Alejandro Miguel Rosas

N1 - Publisher Copyright: © GKA Ediciones, authors.

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Y1 - 2022/12/15

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AB - A study of in-service mathematics teachers motivation to pursue a master degree in Mathematics Education is presented. The research was carried out by analyzing the files of four admission processes. 316 cases between the years 2018-2021 were considered. During an interview, participants responded to the question “Why did you decide to study the Master in Science in Mathematics Education degree?” The outcomes indicated the most declared reason was to seek professional development; this predominant response was maintained across these years (except for 2019). Other popular reasons included the master degree modality, institutional prestige, and pleasure in teaching mathematics.

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POR QUÉ ESTUDIA UN PROFESOR DE MATEMÁTICAS UNA MAESTRÍA EN MATEMÁTICA EDUCATIVA

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