Cómo interpretan estudiantes para maestro respuestas de alumnos de primaria a problemas de división-medida con fracciones
- E. Montero 1
- M. L. Callejo 2
- 1 ESCUNI Centro Universitario de Magisterio
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2
Universitat d'Alacant
info
- Luis J. Rodríguez-Muñiz (coord.)
- Laura Muñiz-Rodríguez (coord.)
- Álvaro Aguilar-González (coord.)
- Pedro Alonso (coord.)
- Francisco Javier García García (coord.)
- Alicia Bruno (coord.)
Editorial: Servicio de Publicaciones ; Universidad de Oviedo
ISBN: 978-84-17445-11-9
Ano de publicación: 2018
Páxinas: 378-386
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (22. 2018. Gijón)
Tipo: Achega congreso
Resumo
The purpose of this communication is to characterize the interpretation of pre-service teachers (PST) to the answers of Primary students to fractions division-measure problems. The participants were 21 PST enrolled in the 3rd year of undergraduate studies in Primary Education. The experiment was focused in developing their professional noticing in fractions and their operations. PST did the following tasks: solving problems, and anticipate and analyze Primary students’ answers. They were provided with theoretical formation on the progression of the strategies applied to solve fractions division-measure problems, based in the works of Empson and Levi (2011). Results show that PST expanded their repertory of the strategies used by the Primary students as well as a better interpretation of such strategies