Sentido estructural que manifiesta un grupo de docentes de matemática en pre-servicio cuando resuelven tareas sobre factorización
Fecha
2023
Autores
Bolaños Barquero, Marianella
Loría Fernández, José Romilio
Picado Alfaro, Miguel
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Editor
Portal de Revistas Academicas de la Universidad Austral de Chile
Resumen
El currículo de matemática costarricense promueve el desarrollo de habilidades algebraicas en el estudiantado de educación secundaria. Esto repercute directamente en la formación inicial del profesorado que deberá incluir el fomento de diversas capacidades vinculadas con el sentido estructural. Este artículo profundiza en el sentido estructural manifestado por 20 docentes en pre-servicio, cuando resuelven tareas matemáticas sobre factorización de polinomios. La investigación es descriptiva y corresponde a un estudio instrumental de casos. El análisis consideró tres categorías primarias adaptadas de propuestas teóricas sobre el sentido estructural, que resaltan el reconocimiento de estructuras algebraicas en su forma más simple, compuestas y la manipulación de diversas estructuras. Se han identificado fortalezas en el sentido estructural de estas personas cuando resuelven tareas con estructuras algebraicas familiares. Además, se evidencian debilidades cuando resuelven tareas con estructuras compuestas, que se intensifican al enfrentarse a tareas que conllevan el uso de manipulaciones diversas en las estructuras algebraicas.
The Costa Rican mathematics curriculum promotes the development of algebraic skills in secondary education students. This has a direct impact on the initial training of teachers, which should include the promotion of various capacities related to the structural sense. This article delves into the structural sense manifested by 20 pre-service teachers, when they solve mathematical tasks on factoring polynomials. The research is descriptive and corresponds to an instrumental study of cases. The analysis considered three main categories adapted from theoretical proposals on the structural sense, which highlight the recognition of algebraic structures in their simplest form, composite form, and the manipulation of various structures. Results show that strengths in the structural sense of these teachers have been identified when they solve tasks with familiar algebraic structures. Add to this, weaknesses are evident when they solve tasks with composite structures, these weaknesses are intensified when they face tasks that involve the use of various manipulations in algebraic structures.
The Costa Rican mathematics curriculum promotes the development of algebraic skills in secondary education students. This has a direct impact on the initial training of teachers, which should include the promotion of various capacities related to the structural sense. This article delves into the structural sense manifested by 20 pre-service teachers, when they solve mathematical tasks on factoring polynomials. The research is descriptive and corresponds to an instrumental study of cases. The analysis considered three main categories adapted from theoretical proposals on the structural sense, which highlight the recognition of algebraic structures in their simplest form, composite form, and the manipulation of various structures. Results show that strengths in the structural sense of these teachers have been identified when they solve tasks with familiar algebraic structures. Add to this, weaknesses are evident when they solve tasks with composite structures, these weaknesses are intensified when they face tasks that involve the use of various manipulations in algebraic structures.
Descripción
Palabras clave
ÁLGEBRA, ERRORES, POLINOMIOS, ALGEBRA, ERRORS, POLYNOMIALS