Resumen

MONTERO, Eloísa; CALLEJO, María Luz  y  VALLS, Julia. The use of the progression in strategies of resolution of measurement-division fraction problems by preservice primary mathematics teachers. Relime [online]. 2022, vol.25, n.3, pp.289-310.  Epub 14-Ago-2023. ISSN 2007-6819.  https://doi.org/10.12802/relime.22.2532.

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.

Palabras llave : Anticipation; Progression in learning; Prospective primary teachers; Measurement division problems with fractions; Professional noticing.

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