Uso de una trayectoria hipotética de aprendizaje para proponer actividades de instrucción

Pedro Ivars, Ceneida Fernández, Salvador Llinares


Decidir cómo continuar la enseñanza se ha identificado como la destreza más difícil de entre las tres que configuran la competencia de mirar profesionalmente el pensamiento matemático del estudiante. En este estudio 95 estudiantes para maestro de Educación Primaria resolvieron una tarea en la que debían proponer un objetivo de aprendizaje y actividades para apoyar el desarrollo de la comprensión del significado de fracción como parte-todo usando como referencia una trayectoria hipotética de aprendizaje. Los resultados sugieren que la trayectoria hipotética de aprendizaje ayudó a los estudiantes para maestro a proponer actividades centradas en la comprensión de los estudiantes usando los elementos matemáticos que articulan la trayectoria hipotética de aprendizaje.

Palabras clave

Mirar profesionalmente; Fracciones; Trayectoria hipotética de aprendizaje; Formación de maestros; Actividades instruccionales

Texto completo:



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