Palabras clave
Formación de profesores
conocimiento didáctico-matemático
análisis cognitivo proportional reasoning
didactic-mathematical knowledge
cognitive analysis
teacher training
Cómo citar
Resumen
Para garantizar un proceso de enseñanza y aprendizaje óptimo, el profesor de matemáticas debe ser capaz de analizar, interpretar y valorar la actividad matemática que desarrollan sus alumnos cuando resuelven las tareas que les propone. Esta competencia permite al profesor comprender los logros de aprendizaje y las dificultades que muestran los estudiantes de cara a tomar decisiones de acción pertinentes. El objetivo de este trabajo es describir y analizar la competencia de un grupo de 130 futuros maestros de educación primaria para interpretar las respuestas de estudiantes ante una situación de proporcionalidad (problema de comparación). Entre los resultados obtenidos destacamos un conocimiento didáctico-matemático del razonamiento proporcional insuficiente que impide a los futuros maestros interpretar de forma pertinente el grado de corrección en las soluciones o el pensamiento matemático aparente de los estudiantes.
Citas
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