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Artículos

Vol. 26 Núm. 3 (2023): Noviembre

EXPLORING LEARNING OPPORTUNITIES FOR PRIMARY TEACHERS: THE CASE OF KNOWLEDGE FOR TEACHING EARLY ALGEBRA

DOI
https://doi.org/10.12802/relime.23.2633
Enviado
octubre 7, 2024
Publicado
2023-11-30

Resumen

Comprender cómo constituir y desarrollar oportunidades para que los maestros de primaria enseñen álgebra temprana a niños sigue siendo un importante vacío en la investigación. En  este artículo presentamos los resultados de un programa de investigación desarrollado en Brasil durante los últimos cinco años. Nuestro objetivo es discutir cómo surgieron oportunidades de aprendizaje profesional cuando los maestros planificaron, discutieron y analizaron colectivamente lecciones que involucraban diferentes significados del símbolo de igualdad y el desarrollo del pensamiento funcional. Desarrollados desde la perspectiva de una investigación cualitativa-interpretativa, los datos analizados consisten en documentos curriculares, protocolos para la resolución de tareas formativas, audios y videos recopilados durante procesos de formación docente para docentes en servicio. Los resultados destacan que las tareas de aprendizaje profesional, combinadas con las acciones de los formadores de docentes durante las discusiones colectivas, favorecieron a los profesores en servicio para diferenciar y comprender el razonamiento de los estudiantes. Se discuten algunas implicaciones para la formación docente, así como el desarrollo profesional de los maestros de primaria, especialmente en relación con el pensamiento algebraico temprano, ya que los maestros normalmente no tienen la oportunidad de estudiar estos contenidos en sus propias experiencias en la escuela.

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