Instrumentación de una progresión de estrategias de resolución de problemas por estudiantes para maestro

  1. Montero Pascual, Eloísa 1
  2. Callejo de la Vega, Mª Luz 2
  3. Valls González, Julia 2
  1. 1 Escuni Centro Universitario de Magisterio
  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Ano de publicación: 2020

Volume: 38

Número: 2

Páxinas: 83-101

Tipo: Artigo

DOI: 10.5565/REV/ENSCIENCIAS.3038 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Obxectivos de Desenvolvemento Sustentable

Resumo

The aim of this research work is to characterize how future teachers learn to use a progression of multiple-division problem-solving strategies to interpret children’s mathematical thinking. Sixty-one teachers in training participated in a teaching experiment whose purpose was to develop the teaching competence, and to take notice of the use of mathematical thinking by children from primary education when they solve problems of division-measure with fractions. Future teachers’ learning was analyzed using the instrumental approach to characterize how they identified and interpreted the strategies used by children. The results show that teachers in training made three different uses of the progression of strategies: as an artifact, generating instrumental action schemes and implementing the progression of strategies. From these results, we took notice of arising implications for teacher training.

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Información de financiamento

La participación de M. Luz Callejo y Julia Valls en esta investigación se realiza a través del proyecto EDU2017-87411-R, Ministerio de Economía y Competitividad (MINECO), Gobierno de España.

Financiadores

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Fonte de datos: Dialnet