Hacia una caracterización de la competencia algebraica en la formación de profesores

Abstract

The present qualitative and exploratory study discusses algebraic competence evidenced by prospective high school teacher. Six prospective Mexican teachers participated in the study when solving two tasks of an algebraic nature, data collected analyzed according to the four competence levels articulated in three actions: solve, interpret and validate. Results show that the prospective teachers have algebraic competence in development process, because they have difficulties interpreting and validating their mathematical activity. Therefore, the mathematics teacher training curriculum must emphasize posing these three actions to favor algebraic competence.