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Educación matemática

versión impresa ISSN 1665-5826

Resumen

GONZALEZ RETANA, Juan Francisco  y  EUDAVE MUNOZ, Daniel. Pre-service Teacher's Common Content Knowledge about the Fractions and Decimals. Educ. mat [online]. 2018, vol.30, n.2, pp.106-139. ISSN 1665-5826.  https://doi.org/10.24844/em3002.05.

The learning of fractions and decimals represents a difficulty for elementary school students, which implies a challenge for teachers, and especially for those who are being trained as teachers of elementary school. This article analyzes the Common Knowledge Content about fractions and decimals of students who pursue to become elementary school teachers. The Model of Mathematical Knowledge for Teaching was used to analyze the future teachers’ knowledge. A knowledge test about fractions and decimals taught in elementary school was applied to 275 students from 5th and 7th semesters at two teachers’ training schools. Within the main findings, it is notable that most of the future teachers own the expected knowledge of an elementary school graduate; moreover, they have a higher difficulty to solve problems that involve the use of fractions than those involving decimals. Some errors were detected in the problema-solving processes which are basic when handling fractions and decimals. The study provides a reflection about the implication of this knowledge to address the demands of the elementary school curriculum program.

Palabras llave : mathematical knowledge for teaching; teacher’s mathematical knowledge; teaching Mathematics; teachers’ training.

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