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Sentido numérico en la resolución de problemas entres profesores en activo

  • Carolina Bravo-Ávila [1] ; Andrea Vergara-Gómez [1] ; Jorge Gaona [2]
    1. [1] Universidad Católica del Maule

      Universidad Católica del Maule

      Provincia de Talca, Chile

    2. [2] Universidad de Playa Ancha de Ciencias de la Educación

      Universidad de Playa Ancha de Ciencias de la Educación

      Valparaíso, Chile

  • Localización: Matemáticas, Educación y Sociedad, ISSN-e 2603-9982, Vol. 7, Nº. 2, 2024, págs. 1-24
  • Idioma: español
  • Títulos paralelos:
    • Number sense in problem solving on three active teachers
  • Enlaces
  • Resumen
    • español

      Está documentado que el sentido numérico es de suma importancia para el desarrollo de habilidades aritméticas tempranas, pero son escasos los estudios que abordan este conocimiento en profesores de matemática en servicio. En este estudio analizamoslas componentes del sentido numérico que activan profesores en ejercicio, cuando enfrentan problemas matemáticos diversos. Desde un enfoque cualitativo, se realiza un estudio de caso múltiple, que nos permite revelar la predominancia de ciertas componentes del sentido numérico. Destaca en los hallazgos la relación entre los niveles de formación matemática del profesorado y la activación de componentes del sentido numérico.

    • English

      It is documented that number sense is of utmost importance for the development of early arithmetic skills, but there are few studies that address this knowledge on in-service mathematics teachers. In this study we analyzethe components of number sense that practicing teachers activate when they face various mathematical problems. From a qualitative approach, a multiple case study is carried out, which allows us to reveal the predominance of certain components of number sense. The findings highlight the relationship between the levels of mathematics training of teachers and the activation of components of number sense.

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