La toma de decisiones de futuros maestros de primaria al interactuar con el pensamiento algebraico de niños

• Pinto, Eder ^[1] ; Piñeiro, Juan Luis ; Cortés, Camila ; Martínez-Videla, María Victoria
  1. [1] Universidad de O'Higgins

     Universidad de O'Higgins

     Rancagua, Chile

     
• Localización: Pensamiento educativo: revista de investigación educacional latinoamericana, ISSN-e 0717-1013, ISSN 0719-0409, Vol. 61, Nº. 2, 2024 (Ejemplar dedicado a: Hacia una formación docente basada en la práctica)
• Idioma: español
• DOI: 10.7764/PEL.61.2.2024.3
• Títulos paralelos:
  • The Decision-Making of Prospective Elementary School Teachers in Engaging with Children’s Algebraic Thinking: A Study Conducted in a Video Club
• Enlaces
  • Texto completo
• Resumen
  • español

    En esta investigación se abordó la pregunta: ¿Cómo son las decisiones de futuros profesores de primaria (FP) al considerar el pensamiento algebraico de niños de 9 años? Se partió de un tipo específico de noticing para describir las decisiones de 21 FP al observar las estrategias empleadas por 3 niños para resolver la igualdad 6+4=+5. Los FP participaron en un curso de seis sesiones sobre enseñanza y aprendizaje del álgebra basado en el análisis de videos como vía para aproximarse a la práctica docente. Centrándose en las sesiones 1 y 2, se examinaron las respuestas escritas de los FP ante dos situaciones distintas. Los principales resultados muestran que, aunque las decisiones de los FP a menudo carecían de evidencias, sus razonamientos coincidían con aspectos específicos del pensamiento algebraico y la investigación tratada durante el curso. Finalmente, se identificaron dos posturas adoptadas por los FP al decidir: a) aritmética, centrada en los cálculos que deben seguir los niños, y b) relacional, enfocada en la relación de operaciones mediante el signo igual. Se discutió sobre el rol del noticing y el análisis de videos como herramientas para aproximar a FP a la práctica de enseñar álgebra en la educación primaria.

  • English

    In this study, we focus on addressing the research question: How do prospective elementary school teachers make decisions when considering the algebraic thinking of 9-years-old children? Specifically, we describe how 21 prospective primary teachers make decisions regarding the strategies employed by three children to solve the open equality 6+4=+5. The prospective teachers participated in a Video Club and we focused the first two sessions, during which the participants responded to two questions intended to guide their decisions, one being more general and the other more specific. We conducted a sequential content analysis of their written responses, following both a deductive and inductive approach. The main findings reveal that, despite the limited use of evidence, the elements considered by prospective teachers when making decisions align with specific aspects of children’s algebraic thinking and related research in this area, which were addressed during the Video Club sessions. Finally, we found that prospective teachers make decisions following two approaches: (a) arithmetic, which focuses on sequentially referencing the procedures children should follow to complete the blank space, and (b) relational, which is centered on how children relate operations to each other with the equal’s sign.

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