Problemas de fracciones formulados por futuros profesoresAlgunas características

  1. García-Alonso, I. 1
  2. Bruno, A. 1
  3. Almeida, R. 1
  4. Sosa-Martín, D. 1
  5. Perdomo-Díaz, J. 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Book:
Investigación en Educación Matemática XXV
  1. Teresa F. Blanco (coord.)
  2. Cristina Núñez-García (coord.)
  3. María C. Cañadas (coord.)
  4. José Antonio González-Calero (coord.)

Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-45038-1

Year of publication: 2022

Pages: 295-304

Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)

Type: Conference paper

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Abstract

This study is about posing fraction problems by future Primary Education teachers. We analyze 52 problems posed by 18 future teachers, from three perspectives: 1) plausibility of the statement; 2) cognitive demand; and 3) meaning and mathematical structure. Results indicate that the future teachers present a high number of plausible problems, in which the meaning of fraction part-whole and operator predominate and, mostly, additive structure. But, the meanings of quotient and reason, and the multiplicative structure are very rare when they pose problems.

Data source: Dialnet