Características del conocimiento de los estudiantes para maestro españoles en relación con la fracción, razón y proporción

• Autores: Àngela Buforn Lloret, Salvador Llinares Ciscar, Ceneida Fernández Verdú
• Localización: Revista mexicana de investigación educativa, ISSN-e 1405-6666, Vol. 23, Nº. 76, 2018, págs. 229-251
• Idioma: español
• Títulos paralelos:
  • Characteristics of Pre-service Teachers’ Knowledge of Fractions, Ratios, and Proportions, in Spain
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 19 Citas
• Resumen
  • español

    Resumen: Este estudio examina características del conocimiento de estudiantes para maestro (futuros profesores) sobre sub-constructos implicados en el razonamiento proporcional. Los participantes fueron 91 estudiantes de la Universidad de Alicante (España) que resolvieron 12 problemas vinculados a estos sub-constructos. Mediante un análisis de conglomerados se identificaron cuatro perfiles parcialmente anidados considerando cómo los estudiantes resolvían los problemas: 1) resuelven problemas procedimentales y aplican un pensamiento multiplicativo (perfil 1); 2) resuelven problemas procedimentales y aplican un pensamiento aditivo (perfil 3); 3) diferencian situaciones proporcionales y no proporcionales y consolidan el esquema fraccionario (perfil 2), y 4) diferencian situaciones proporcionales y no proporcionales y manifiestan comprensión de la comparación de razones (perfil 4). Estos resultados proporcionan información para el diseño de tareas profesionales vinculadas con la enseñanza y el aprendizaje de las matemáticas en educación primaria en los programas de formación de maestros.

  • English

    Abstract: This article examines the characteristics of pre-service teachers’ knowledge of sub-constructs implied in proportional reasoning. The participants were 91 students at Universidad de Alicante (Spain), who solved twelve problems related to these sub-constructs. A cluster analysis identified four partially nested profiles, in terms of the way the students solved the problems: 1) Those who solve procedural problems and apply multiplicative thinking (Profile One); 2) Those who solve procedural problems and apply additive thinking (Profile Three); 3) Those who differentiate between proportional and nonproportional situations and consolidate the fractional system (Profile Two); and 4) Those who differentiate between proportional and nonproportional situations and show an understanding of the comparison of ratios (Profile Four). The results provide information for designing professional tasks linked to teaching and learning mathematics for teacher training programs in elementary education.

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