La enseñanza inicial del concepto de fracción por maestros en formación

Abstract

RESUMEN:En este documento presentamos las indagaciones sobre el conocimiento didáctico del contenido que un grupo de futuros maestros de primaria pusieron en juego al redactar un texto con el cual iniciar a los escolares de primaria en la noción parte-todo de fracción. Para analizar las producciones de los futuros maestros usamos un modelo de análisis didáctico, con categorías propias para los análisis de contenido y de instrucción. Los resultados destacan los contenidos sobre fracciones que los participantes seleccionaron, el modo en que propusieron introducir esos contenidos y el uso que hicieron de las representaciones en sus propuestas.PALABRAS CLAVE: Análisis didáctico, conocimiento didáctico del contenido, formación inicial de maestros, fracciones, relación parte-todo. INITIAL TEACHING OF THE CONCEPT OF FRACTION BY PRESERVICE PRIMARY SCHOOL TEACHERSABSTRACT: In this paper we investigate about the pedagogical content knowledge that a group of preservice primary school teachers put into play when composing a text with which to start primary school students in the partwhole notion of fraction. To analyse the productions, we used a model of didactic analysis, through its content and instructional analysis categories. The results highlight the content of fractions that the participants selected, how they proposed to introduce this content and the uses of the representations made in their responses.

Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education

“…In addition, these doubts persist when they arrive at secondary school as they have not understood the concept or have learnt it badly.Perrenoud [10] argues that the reason students do not make adequate progress stems from the lack of teacher competence in teaching math effectively and not being able to apply mathematics to daily life. In this regard, Castro-Rodríguez, Rico and Gómez [11] emphasize that innovative materials and forms of teaching are very important elements as they capture the schoolchildren's attention and allow them to obtain satisfactory results both academically and personally. Therefore, it is necessary for educators to break the monotony in their classrooms, stimulate their students by introducing novel aspects that arouse their interest and present them with approaches that will motivate and provoke a taste for and curiosity about the world of mathematics.…”