CARACTERÍSTICAS DEL CONOCIMIENTO DE LOS ESTUDIANTES PARA MAESTRO ESPAÑOLES EN RELACIÓN CON LA FRACCIÓN, RAZÓN Y PROPORCIÓN.

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  • Additional Information
    • Subject Terms:
      TEACHER training; MATHEMATICS education; COGNITIVE styles; REASONING; TEACHERS
    • Subject Terms:
      SPAIN
    • Abstract:
      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 identifi caron cuatro perfi les parcialmente anidados considerando cómo los estudiantes resolvían los problemas: 1) resuelven problemas procedimentales y aplican un pensamiento multiplicativo (perfi l 1); 2) resuelven problemas procedimentales y aplican un pensamiento aditivo (perfi l 3); 3) diferencian situaciones proporcionales y no proporcionales y consolidan el esquema fraccionario (perfi l 2), y 4) diferencian situaciones proporcionales y no proporcionales y manifi estan comprensión de la comparación de razones (perfi l 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. [ABSTRACT FROM AUTHOR]
    • Abstract:
      This article examines the characteristics of pre-service teachers' knowledge of subconstructs implied in proportional reasoning. The participants were 91 students at Universidad de Alicante (Spain), who solved twelve problems related to these subconstructs. A cluster analysis identified four partially nested profiles, interms 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 diff erentiate between proportional and nonproportional situations and consolidate the fractional system (Profi le Two); and 4) Th ose who diff erentiate 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. [ABSTRACT FROM AUTHOR]
    • Abstract:
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