Resumen de Análisis de la Fase de Comprensión en resolución de problemas de matemáticas en el desarrollo de una sesión de clase.

Alberto García Díaz, Israel García Alonso, Matías Camacho Machín

• español

  En este trabajo se analiza cómo un profesor que ha seguido un curso de formación en resolución de problemas muestra el conocimiento adquirido en el aula. La videograbación de las sesiones permite realizar un análisis comparativo de la secuencia de formación y los elementos de formación que se reconocen en el desarrollo de la fase de comprensión del problema en su implementación en el aula. En este estudio se observa que el docente incorpora muchos aspectos desarrollados durante su formación, cuando tiene lugar la implementación. Pero, se observa que algunos conceptos como la diferencia entre dato y relación no resulta clara, lo que dificulta la explicación a sus estudiantes.

• English

  In this article we analyze how a teacher, who was trained in a problem solving course, applies his knowledge in his teaching. Video recording the sessions let us make a comparative analysis between the training sequence received by the teacher and the training elements that we notice at the development of the comprehension stage of a problem in the classroom. In this study we show that the teacher incorporates many aspects developed in the training when the implementation takes place. But, it is observed that some concepts such as the In this article we analyze how a teacher, who was trained in a problem solving course, applies his knowledge in his teaching. Video recording the sessions let us make a comparative analysis between the training sequence received by the teacher and the training elements that we notice at the development of the comprehension stage of a problem in the classroom. In this study we show that the teacher incorporates many aspects developed in the training when the implementation takes place. But, it is observed that some concepts such as the