Exploring Math Trails: Integrating the Urban Environment into Teacher Training through MathCityMap
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Abstract
The Didactics of Mathematics has recently evolved in teacher training, developing new tools to equip future teachers with a variety of teaching strategies. One of these tools is the use of the environment as a didactic resource, making it serve as a training focus for students by leveraging the Mathematics present in the urban environment to link formal mathematics with everyday reality. This work proposes mathematical routes as a resource for the training of future teachers in the Bachelor's Degree in Early Childhood and Primary Education, which materializes in the proposal of a mathematical route through the Autonomous University of Madrid implemented with the mobile application MathCityMap and accessible with the text code. The mathematical route is experienced by 396 students from both degrees. During its implementation, they complete the SIMS satisfaction questionnaire. The results indicate favorable scores in the Self-Determination index and in the four dimensions measured by the questionnaire (Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation). Additionally, the responses to three representative tasks are described and analyzed, highlighting some conceptual errors that the Bachelor's students have, which can be addressed during the teaching of the subject.
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