Problemas de fracciones formulados por futuros profesores: Algunas características

• García-Alonso, I. ^[1] ; Bruno, A. ^[1] ; Almeida, R. ^[1] ; Sosa-Martín, D. ^[1] ; Perdomo-Díaz, J. ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
• Localización: Investigación en Educación Matemática XXV / coord. por Teresa Fernández Blanco , Cristina Núñez García, María Consuelo Cañadas Santiago , José Antonio González-Calero Somoza , 2022, ISBN 978-84-09-45038-1, págs. 295-304
• Idioma: español
• Títulos paralelos:
  • Preservice teacher posing fraction problems: Some characteristics
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen
  • español

    Se presentan los resultados de un estudio sobre formulación de problemas de fracciones por parte de futuros profesores de Educación Primaria. Se analizan 52 problemas formulados por 18 futuros profesores, desde tres perspectivas: 1) plausibilidad del enunciado; 2) demanda cognitiva; y 3) significado y estructura matemática. Los resultados indican que los futuros profesores participantes en este estudio presentan un alto número de problemas plausibles, con demanda cognitiva en la categoría “aplicar”, en los que predomina el significado de fracción parte-todo y operador y, mayoritariamente, de estructura aditiva. Los significados de cociente y razón, y la estructura multiplicativa son muy poco frecuentes cuando formulan problemas.

  • English

    This study is about posing fraction problems by future Primary Education teachers. We analyze 52 problems posed by 18 future teachers, from three perspectives: 1) plausibility of the statement; 2) cognitive demand; and 3) meaning and mathematical structure. Results indicate that the future teachers present a high number of plausible problems, in which the meaning of fraction part-whole and operator predominate and, mostly, additive structure. But, the meanings of quotient and reason, and the multiplicative structure are very rare when they pose problems.

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