Razonamiento up and down¿reconocen los estudiantes para maestro evidencias de su desarrollo?

Resumen

The coordination of the idea of fraction as a multiple unit with the idea of unit fraction as an iterative unit is called reasoning up and down. This study examines how pre-service primary school teachers recognize evidence of students’ reasoning up and down in an activity of representing fractions and the activities pre-service teachers propose for its development. The participants of the study were 91 pre-service teachers who analyzed three students’ answers to a problem involving reasoning up and down and propose activities to support or consolidate this reasoning in students. Results underline pre-service teachers’ difficulties in identifying and using the mathematical elements linked to the reasoning up and down to generate an articulated discourse of students’ mathematical thinking. Furthermore, results indicate that there is not a clear relationship between the way pre-service teachers recognize evidence of reasoning up and down in students and the activities proposed for its development.