Teacher conception of the methodology proposed by NICAMATE: a case study

Abstract

The teacher’s conception of the methodology proposed by the project “Aprendizaje Amigable de la Matemática (NICAMATE)” (Friendly Learning of Mathematics in Spanish), both inside and outside the classroom, is crucial to guiding students’ learning. The ideas and meanings that teachers attribute to it guide their interpretation and teaching, directly influencing its application and effectiveness. Therefore, the purpose of this study is to analyze the conceptions of one teacher regarding this methodology. The research was developed under the phenomenological paradigm, with a single-case qualitative approach. To that respect, a documentary analysis was conducted to characterize the theoretical foundations that support the implementation of the project. In addition, a semi-structured interview was applied in order to learn about the teacher’s experiences and perceptions, and a classroom observation was carried out to obtain an accurate view of the participant’s pedagogical interactions. The results show that the teacher shares project’s vision of demystifying mathematics and making it accessible to all students. This affinity is evident in the teacher’s practice, as the stages that structure a class session (moments of the class) are followed under a problem-solving approach. However, areas for improvement were identified, especially in the clear communication of expected learning and in the promotion of student autonomy.