Variación de problemas de proporcionalidad para ayudar a los alumnos a superar sus dificultades. Una experiencia con futuros maestros

  1. María Burgos 1
  2. Jorhan J. Chaverri Hernández 2
  1. 1 Universidad de Granada (UGR)
  2. 2 Universidad de Costa Rica (UCR)
Aldizkaria:
Educación matemática

ISSN: 1665-5826,  0187-8298

Argitalpen urtea: 2024

Alea: 36

Zenbakia: 2

Orrialdeak: 92-124

Mota: Artikulua

DOI: 10.24844/EM3602.04 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Educación matemática

Laburpena

Research on the creation of mathematics problems for didactic purposes points to their close link with professional knowledge and competences. Thus, the aim of this paper is to describe and analyse how a group of 130 prospective primary school teachers vary a proportionality problem (comparison of ratios) given in a hypothetical classroom episode to address the difficulties encountered by students in solving it. We analyse whether these modifications are consistent with their didactic purposes and how they justify their decisions. We follow a mixed approach based on theoretical and methodological tools of the Ontosemiotic Approach and aspects of the creation of problems by variation. Among the results obtained, we highlight some shortcomings in the specialised knowledge of proportional reasoning, which prevent future teachers from creating variations of a problem to respond to this didactic-mathematical requirement. We conclude the need to incorporate this competence in teacher training programmes.

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