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Artículos

Vol. 25 No. 3 (2022): November

HE USE OF THE PROGRESSION IN STRATEGIES OF RESOLUTION OF MEASUREMENT –DIVISION FRACTION PROBLEMS BY PRESERVICE PRIMARY MATHEMATICS TEACHERS

DOI
https://doi.org/10.12802/relime.22.2532
Submitted
June 20, 2023
Published
2023-06-21

Abstract

The objective of this research is to characterize how primary prospective teachers, one year after a teaching experiment, recognize different stages of progression anticipating solving strategies for measurement division problems with fractions used by elementary school children. The 41 participants were in the seventh semester of the Education Teaching Degree (eight semesters) during the 2018-2019 academic year. The analysis considered the type of strategies used and whether they evidenced the idea of progression. The results show three categories in the use of the idea of progression when anticipating answers to measurement division problems: They (a) do not use the idea of progression; (b) partially use the idea of progression; (c) use the idea of progression. Despite its difficulty, it is possible to begin to develop the idea of progression by anticipating strategies in the training of future teachers.

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