Modificación de tareas de porcentajes por futuros maestros de educación primaria

Abstract

This chapter aims to describe the ways in which future Primary teachers make modifications to a task from a textbook related to the topic of "Proportionality and percentages" and propose specific objectives that they intend to achieve through these modifications. 44 students of the third year of the Primary Education degree of the University of Granada were selected intentionally and by availability. A pencil and paper questionnaire was designed with a question referring to the modification of a task from a textbook. Written records were analyzed using content analysis, by using categories on previous studies. Among the most relevant results, we highlight that the objectives are rich but participants showed significant difficulties in their formulation. In relation to the modification of the textbook task, various alternatives are also proposed, but only a fifth of the participants made substantial modifications to the original task.