CREACIÓN DE PROBLEMAS EN LA FORMACIÓN DE DOCENTES: UNA HERRAMIENTA PARA DESARROLLAR EL RAZONAMIENTO ALGEBRAICO.
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| Title: | CREACIÓN DE PROBLEMAS EN LA FORMACIÓN DE DOCENTES: UNA HERRAMIENTA PARA DESARROLLAR EL RAZONAMIENTO ALGEBRAICO. |
|---|---|
| Alternate Title: | PROBLEM CREATION IN TEACHER EDUCATION: A TOOL FOR DEVELOPING ALGEBRAIC REASONING. |
| Authors: | Burgos, María1 mariaburgos@ugr.es, Tizón-Escamilla, Nicolás1 tizon@ugr.es |
| Source: | Contextos Educativos. 2025, Issue 35, p9-34. 26p. |
| Subject Terms: | *Elementary school teachers, *Teacher training, *Mathematics education (Primary), *Teachers, Arithmetic |
| Abstract (English): | The creation of problems is considered a fundamental activity in the training of future teachers that allows them to improve their didactic-mathematical knowledge and skills. This paper describes the design, implementation and results of a training experience with future elementary school teachers focused on the creation of problems to develop algebraic reasoning. The research has a descriptive and exploratory nature with a qualitative approach. We analyze the responses of trainee teachers to a task in which, working collaboratively (grouped in 13 teams), they had to create problems as a variation of three given situations to encourage algebraic reasoning in their students. The results show that the trainee teachers were, in general, successful in modifying situations in arithmetic environments. On the one hand, if the starting situation involved comparing the results of arithmetic operations, they mostly created problems that involved comparing expressions or checking the veracity of algebraic equalities, fostering aspects such as generalized arithmetic or expressions and equalities. On the other hand, if the initial situation involved the calculation of an arithmetic operation, future teachers mostly proposed problems that involved solving equations. However, the future teachers had difficulties in creating new problems starting from a situation in a geometric environment, almost all of them proposing ambiguous or incorrect problems that rarely encouraged the development of algebraic reasoning. We conclude the importance of incorporating in teacher training programs the creation of problems in a wide variety of situations as a means to promote a global vision of school algebra. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La creación de problemas es considerada una actividad fundamental para la formación de los docentes que permite mejorar sus conocimientos y competencias didáctico-matemáticos. En este trabajo se describe el diseño, implementación y resultados de una experiencia formativa con futuros docentes de educación primaria centrada en la creación de problemas para desarrollar el razonamiento algebraico. Se trata de una investigación descriptiva de enfoque cualitativo y de carácter exploratorio. Se analizan las respuestas de los docentes en formación a una tarea en la que, trabajando de manera colaborativa (agrupados en 13 equipos) debían crear problemas como variación de tres situaciones diferentes con el fin de fomentar el razonamiento algebraico de sus estudiantes. Los resultados muestran que los docentes en formación tuvieron, en general, éxito al modificar situaciones en entornos aritméticos. Por un lado, si la situación de partida implicaba la comparación de los resultados de operaciones aritméticas, creaban mayormente problemas que involucraban la comparación de expresiones o la comprobación de la veracidad de igualdades algebraicas, fomentando aspectos como la aritmética generalizada o expresiones e igualdades. Por otro lado, si la situación inicial implicaba el cálculo de una operación aritmética, los futuros docentes proponían, en su mayoría, problemas que implicaban la resolución de ecuaciones. En cambio, tuvieron dificultades para crear nuevos problemas partiendo de una situación en un entorno geométrico, proponiendo casi en su totalidad problemas ambiguos o incorrectos que en pocas ocasiones fomentaban el razonamiento algebraico. Se concluye la importancia de incorporar en los programas de formación docente la creación de problemas en una amplia diversidad de situaciones como medio para fomentar una visión global del álgebra escolar. [ABSTRACT FROM AUTHOR] |
| Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186041568 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: CREACIÓN DE PROBLEMAS EN LA FORMACIÓN DE DOCENTES: UNA HERRAMIENTA PARA DESARROLLAR EL RAZONAMIENTO ALGEBRAICO. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: PROBLEM CREATION IN TEACHER EDUCATION: A TOOL FOR DEVELOPING ALGEBRAIC REASONING. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burgos%2C+María%22">Burgos, María</searchLink><relatesTo>1</relatesTo><i> mariaburgos@ugr.es</i><br /><searchLink fieldCode="AR" term="%22Tizón-Escamilla%2C+Nicolás%22">Tizón-Escamilla, Nicolás</searchLink><relatesTo>1</relatesTo><i> tizon@ugr.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contextos+Educativos%22">Contextos Educativos</searchLink>. 2025, Issue 35, p9-34. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Primary%29%22">Mathematics education (Primary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The creation of problems is considered a fundamental activity in the training of future teachers that allows them to improve their didactic-mathematical knowledge and skills. This paper describes the design, implementation and results of a training experience with future elementary school teachers focused on the creation of problems to develop algebraic reasoning. The research has a descriptive and exploratory nature with a qualitative approach. We analyze the responses of trainee teachers to a task in which, working collaboratively (grouped in 13 teams), they had to create problems as a variation of three given situations to encourage algebraic reasoning in their students. The results show that the trainee teachers were, in general, successful in modifying situations in arithmetic environments. On the one hand, if the starting situation involved comparing the results of arithmetic operations, they mostly created problems that involved comparing expressions or checking the veracity of algebraic equalities, fostering aspects such as generalized arithmetic or expressions and equalities. On the other hand, if the initial situation involved the calculation of an arithmetic operation, future teachers mostly proposed problems that involved solving equations. However, the future teachers had difficulties in creating new problems starting from a situation in a geometric environment, almost all of them proposing ambiguous or incorrect problems that rarely encouraged the development of algebraic reasoning. We conclude the importance of incorporating in teacher training programs the creation of problems in a wide variety of situations as a means to promote a global vision of school algebra. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La creación de problemas es considerada una actividad fundamental para la formación de los docentes que permite mejorar sus conocimientos y competencias didáctico-matemáticos. En este trabajo se describe el diseño, implementación y resultados de una experiencia formativa con futuros docentes de educación primaria centrada en la creación de problemas para desarrollar el razonamiento algebraico. Se trata de una investigación descriptiva de enfoque cualitativo y de carácter exploratorio. Se analizan las respuestas de los docentes en formación a una tarea en la que, trabajando de manera colaborativa (agrupados en 13 equipos) debían crear problemas como variación de tres situaciones diferentes con el fin de fomentar el razonamiento algebraico de sus estudiantes. Los resultados muestran que los docentes en formación tuvieron, en general, éxito al modificar situaciones en entornos aritméticos. Por un lado, si la situación de partida implicaba la comparación de los resultados de operaciones aritméticas, creaban mayormente problemas que involucraban la comparación de expresiones o la comprobación de la veracidad de igualdades algebraicas, fomentando aspectos como la aritmética generalizada o expresiones e igualdades. Por otro lado, si la situación inicial implicaba el cálculo de una operación aritmética, los futuros docentes proponían, en su mayoría, problemas que implicaban la resolución de ecuaciones. En cambio, tuvieron dificultades para crear nuevos problemas partiendo de una situación en un entorno geométrico, proponiendo casi en su totalidad problemas ambiguos o incorrectos que en pocas ocasiones fomentaban el razonamiento algebraico. Se concluye la importancia de incorporar en los programas de formación docente la creación de problemas en una amplia diversidad de situaciones como medio para fomentar una visión global del álgebra escolar. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18172/con.6495 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 26 StartPage: 9 Subjects: – SubjectFull: Elementary school teachers Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Mathematics education (Primary) Type: general – SubjectFull: Teachers Type: general – SubjectFull: Arithmetic Type: general Titles: – TitleFull: CREACIÓN DE PROBLEMAS EN LA FORMACIÓN DE DOCENTES: UNA HERRAMIENTA PARA DESARROLLAR EL RAZONAMIENTO ALGEBRAICO. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burgos, María – PersonEntity: Name: NameFull: Tizón-Escamilla, Nicolás IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1575023X Numbering: – Type: issue Value: 35 Titles: – TitleFull: Contextos Educativos Type: main |
| ResultId | 1 |
