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

Juan Gabriel Molina Zavaleta, Alejandro Miguel Rosas Mendoza

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

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

Resumen

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.

Título traducido de la contribución	Why a mathematics teacher studies a master’s degree in Mathematics Education
Idioma original	Español
Publicación	Human Review. International Humanities Review / Revista Internacional de Humanidades
Volumen	11
DOI	https://doi.org/10.37467/revhuman.v11.4024
Estado	Publicada - 15 dic. 2022

Palabras clave

In-service teachers
Math teacher
Narrative
Online master
Teacher professional
development

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10.37467/revhuman.v11.4024

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

Resumen

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