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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 21 Núm. 2 (2018): Julio

TRAYECTORIA DE APRENDIZAJE DE LA LONGITUD Y SU MEDIDA COMO INSTRUMENTO CONCEPTUAL USADO POR FUTUROS PROFESORES

DOI
https://doi.org/10.12802/relime.18.2124
Enviado
noviembre 4, 2022
Publicado
2018-06-25

Resumen

El objetivo de este trabajo es caracterizar el uso de una trayectoria de aprendizaje de la longitud y su medida como instrumento conceptual para favorecer la adquisición de la competencia docente “mirar profesionalmente” el pensamiento matemático de los niños. Participaron 64 estudiantes de la carrera de maestro de educación infantil que siguieron un módulo de enseñanza. Este módulo estaba articulado en torno a una trayectoria de aprendizaje sobre la longitud y su medida, con objeto de que los futuros maestros la usaran como instrumento conceptual para describir e interpretar las respuestas de niños de educación infantil a situaciones de enseñanza-aprendizaje (primer esquema de acción instrumental) y proponer tareas en función de la comprensión inferida (segundo esquema de acción instrumental). Los resultados muestran que hay estudiantes que se preparan para ser maestros que no desarrollan ningún esquema de acción instrumental, y otros desarrollan el primer esquema y algunos, ambos; esto proporciona evidencias de la adquisición de la competencia arriba señalada.

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