Los registros de representaciones que emplean docentes de Educación Primaria: un estudio exploratorio

• Main Authors: Varettoni, Marco, Elichiribehety, Iné
• Format: Article
• Language: English
• Published: Universidad Nacional del Centro de la Provincia de Buenos Aires 2010-12-01
• Series: Revista Electrónica de Investigación en Educación en Ciencias
• Subjects: Representation logs; problem solving; teachers; Primary Education.
• Online Access: http://657997593571863205-a-1802744773732722657-s-sites.googlegroups.com/site/reiecniecyt/home/REIEC_anio5_num2_art5.pdf?attachauth=ANoY7crlFGc6m_g9yYskabifaYahlMZYm6Rl2HUDazuByp8RvrtYa0lU73JW7kceg_RCVWLUDkkq4vHq9dDb7t4XrWxblICYieNnQb2WWOtfJ-LaoJHXzUaI3PJRyCWW9BsvNQDsXD22jIF1UzUiXmnmqdMm3cStRlY6v535Y2WELR2Cm3lt6oPJfE2pr3nhhZaLmBi0RBZ0y4M81B_aLLcYIiBF5IuR8A%3D%3D&attredirects=0

In this paper it is adopted a didactic perspective to analyze the results on the external representations and resolution frameworks used by Primary Education teachers when solving some problems that could be dealt with in their classes. The study tries to investigate the procedures performed, the anticipations proposed and the meaning of the mathematical concepts to be constructed. The results show that most teachers use symbolic-arithmetic representation logs to solve and that in very few cases they can combine more than one system of representation and use more than one framework.