PNA. Revista de Investigación en Didáctica de la Matemática

Didactic treatment of algebraic structures: a historical approach based on the Cuban context

Yenet Cabrales Perdomo — 2025-07-01

The purpose of this article is the historical characterization of the didactic treatment of algebraic structures in the training of Mathematics teachers in Cuba. For this purpose, the main aspects of its evolution, actuality and perspectives are analyzed. In addition, the historical study is contextualized in the social, political and educational conditions of each stage, according to the training plans of this specialty. Finally, the need for transformation of the didactic treatment of algebraic structures at present is supported.

Teacher’s Specialised Knowledge about the learning of the limit of a function when predicting the performance of their students

Dayana De Los Reyes Charris — 2025-07-01

Se describe el conocimiento de un profesor sobre las características del aprendizaje matemático al predecir el desempeño de sus estudiantes ante actividades del límite funcional. Esto fue posible gracias al uso del modelo del Conocimiento Especializado del Profesor de Matemáticas como fundamento teórico y herramienta de análisis. Se implementó un estudio de caso instrumental con un profesor de matemáticas de bachillerato, quien resolvió tres actividades sobre límite. El profesor predijo que sus estudiantes tendrían dificultad para percibir la aproximación de una sucesión a un valor de interés en el registro gráfico, pero no en el numérico, exhibiendo su conocimiento didáctico.

The meanings of the equal sign in the classroom practices of a teacher in training

Sebastián Parodi — 2025-07-01

Several studies have identified that teachers struggle to grasp the meanings of the equal sign when solving tasks and analyzing student productions involving this symbol. This study delves into the meanings of the equal sign as manifested in the classroom practices of a teacher in training. It is documented that the issue surrounding equal signs, previously identified outside the classroom, is now entering the classroom environment, directly impacting the teacher's teaching practices in training.

Whole-class Discussion in a Lesson Study: Practices and Actions of a Preservice Teacher

Nicole Gaspar Duarte — 2025-07-01

This paper aims to understand what practices and actions a preservice teacher participating in a lesson study, framed by the exploratory approach, undertakes in the preparation and leading of the whole-class discussion and what is the contribution of the planning phase in the development of the preservice teacher’s knowledge about the preparation and leading of the whole-class discussion. The methodology is qualitative and interpretive. The results show that the preservice teacher carried out all the practices and actions foreseen in our model for the moment of whole-class discussion, and the work done in the preparation sessions of the lesson study was decisive