PNA. Revista de Investigación en Didáctica de la Matemática

Meanings attributed to drawings of the Singapore Bar Model in the Literature

Luiz Augusto Luiz Augusto, Adriana Richit — Fri, 11 Apr 2025 00:00:00 +0000

This literature review seeks to answer the question: What are the meanings associated with the drawings of the Singapore bar model method revealed by the literature on the issue? The empirical material for the study was compiled through a search carried out on the Scopus and ERIC platforms, resulting in 15 articles. Interpretative-qualitative analysis showed that the drawings of the bar model assume different meanings based on the analyzed authors. These meanings reveal different dimensions that characterize the bar model method and broaden the understanding of the mathematical processes related to its use from the perspective of mathematics teaching

Criteria for mathematics teachers' selection of tasks

Andrés Pinzón, Pedro Gómez — Fri, 11 Apr 2025 00:00:00 +0000

In this article, we address the task selection criteria that mathematics teachers bring into play during class planning. To do so, we gathered the proposals that, from different perspectives, have been made in the literature on this issue and established a first version of a frame of reference. Based on self-reports from a group of teachers and grounded theory, we complemented the initial framework and proposed a new frame of reference. The new framework includes categories related to motivation, tasks’ difficulty, teachers' professional commitments and temporality.

How university students formulate and argue algebraic identities

Bettina Milanesio, María Burgos — Fri, 11 Apr 2025 00:00:00 +0000

In this work, we investigate the argumentation strategies developed by students at the beginning of their university studies when formulating and justifying algebraic properties. We analyze the degree of algebraic reasoning and the observed errors, relating them to the types of arguments used. The results show that students often consider proof in particular cases to be sufficient and do not develop arguments that validate the truth or falsity of algebraic identities. Furthermore, a more algebraic nature does not guarantee greater relevance in the proposed argumentation. Despite the difficulties observed, discussions allowed students to reconstruct initially incorrect or incomplete arguments.

Interpretative Knowledge of Teachers when Solving a Fraction Division Task

Gabriela Gibim, Laura Rifo , Miguel Ribeiro , Nuria Climent — Fri, 11 Apr 2025 00:00:00 +0000

Interpretive Knowledge is necessary, since it is linked to teaching practice and teaching with understanding, once it is mobilized by teachers when interpreting students' productions and attributing meaning to them. This work aims to understand Interpretive Knowledge revealed by teachers and pre-service mathematics teachers through a fraction division task. The results show a weak Specialized Mathematical Knowledge of teachers regarding division and fractions. This knowledge supports superficial feedback related to an interpretive assessment, which is expected to limit the contribution to students' mathematical learning in this topic.