Detección, provocación y superación de bloqueos de resolución de problemas matemáticos en magisterio

Abstract

This study explores Problem-Solving blockages, their provocation and overcoming with 53 Primary Education Geometry Didactics students. Questionnaires and tasks are designed, and expert readings, group discussions and problem solving and problem posing are proposed. Three origins of blockages are considered: affective, cognitive, cultural and environmental. In conclusion: identifying own Problem-Solving blockages does not imply knowing how to provoke them, being Problem-Posing competent and having a blockages’ list does not assure knowing how to provoke them, studying blockages overcoming is not enough to help overcoming them, and detecting blockages and overcoming them does not imply a correct resolution.