Conocimiento de matemáticas y la competencia de reconocer el desarrollo del razonamiento up and down en los estudiantes
- Fernández Verdú, Ceneida (coord.)
- Molina, Marta (coord.)
- Planas Raig, Núria (coord.)
Editorial: Universidad de Alicante / Universitat d'Alacant
ISBN: 978-84-9717-385-8
Año de publicación: 2015
Páginas: 191-199
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (19. 2015. Alicante)
Tipo: Aportación congreso
Resumen
This study examines the role played by prospective teachers' mathematical knowledge when thinking about primary school students' mathematics learning. Our study is focused on one of the proportional reasoning components: reasoning up and down. 92 prospective teachers solved a task in which they had to interpret primary students' answers to a problem that implies the reasoning up and down. We identified three prospective teachers' profiles characterized by the relationship between mathematical knowledge and the competence to recognize the development of reasoning up and down in primary students.