The impact of a socio-constructivist approach on prospective primary teachers’ attitudes about teaching and learning in general and mathematics in particular
| dc.contributor.author | Bernardita Tornero | |
| dc.coverage.spatial | Bolivia | |
| dc.date.accessioned | 2026-03-22T17:41:10Z | |
| dc.date.available | 2026-03-22T17:41:10Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | Cognitive Acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the in-service teachers applying them. The novelty of this study is that it implemented, for the first time, that socio-constructivist approach with prospective teachers. The results suggest that the cognitive acceleration course promoted positive changes in their attitudes about teaching and learning in general and mathematics in particular. | |
| dc.identifier.doi | 10.22235/pe.v10i1.1357 | |
| dc.identifier.uri | https://doi.org/10.22235/pe.v10i1.1357 | |
| dc.identifier.uri | https://andeanlibrary.org/handle/123456789/65639 | |
| dc.language.iso | en | |
| dc.publisher | Universidad Católica del Uruguay | |
| dc.relation.ispartof | Páginas de Educación | |
| dc.source | Universidad de Los Andes | |
| dc.subject | Novelty | |
| dc.subject | Humanities | |
| dc.subject | Psychology | |
| dc.subject | Cognition | |
| dc.title | The impact of a socio-constructivist approach on prospective primary teachers’ attitudes about teaching and learning in general and mathematics in particular | |
| dc.type | article |