La razonabilidad contextual en problemas de áreas formulados por futuras maestras y maestros

Abstract

The incorporation of posing problems in the initial teacher training allows evaluating the mathematical knowledge of future teachers and identifying conceptual errors that need to be addressed (Cai and Hwang, 2020). This paper presents part of an exploratory study, carried out with students of the Teacher's Degree in Primary Education, whose objectives are, on the one hand, to analyze the contextual reasonableness, in terms of how realistic and practical the information is in real life given in the statement of the posed problems and in the expected response (Cankoy, 2014) and, on the other hand, to explore the different uses that students make of the numerical value from which they had to pose problems. A total of 575 problems posed by 193 undergraduate students were analyzed. The results show a high percentage of reasonable problems and those that are not reasonable from the point of view of the context, are related to the development of number sense and the sense of measurement.