¿Cómo atienden, interpretan y deciden futuras maestras al interactuar con el pensamiento algebraico de niñas? El caso de las igualdades numéricas

Eder Pinto; Juan Luis Piñeiro; Camila Cortés; María Victoria Martínez-Videla

doi:10.30827/pna.v18i5.29823

Autores/as

Eder Pinto Universidad de O’Higgins, Chile https://orcid.org/0000-0003-1911-4158
Juan Luis Piñeiro Universidad Metropolitana de Ciencias de la Educación https://orcid.org/0000-0002-9616-3925
Camila Cortés Grupo SM
María Victoria Martínez-Videla Universidad de O’Higgins, Chile

DOI:

https://doi.org/10.30827/pna.v18i5.29823

Palabras clave:

Pensamiento algebraico, Noticing, MTSK, Curso basado en análisis de vídeos, Futuras maestras

Resumen

En esta investigación, exploramos cómo un grupo de 21 futuras maestras de primaria atiende, interpreta y decide basándose en el pensamiento algebraico evidenciado por niñas al resolver igualdades numéricas. Nos situamos en las perspectivas conceptuales del noticing y el MTSK para profundizar en el conocimiento profesional de las participantes. Las futuras maestras participaron en una asignatura sobre la enseñanza y el aprendizaje del álgebra escolar, la cual siguió la metodología del análisis de vídeos. Los principales resultados muestran que las participantes consideran los elementos algebraicos involucrados en la situación, aunque el uso de evidencia es limitado. Además, destacamos la movilización de diversos conocimientos matemáticos para la enseñanza del álgebra escolar.

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