¿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

Authors

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

Keywords:

Algebraic Thinking, Noticing, MTSK, Prospective Elementary School Teachers, Video-Based Course

Abstract

In this research, we explore how a group of 21 future primary school teachers attend to, interpret, and make decisions based on the algebraic thinking demonstrated by girls when solving numerical equalities. We adopt the conceptual perspectives of Noticing and MTSK to deepen the participants' professional knowledge. The future teachers participated in a course on teaching and learning school algebra, which followed a video analysis methodology. The main results show that the participants consider the algebraic elements involved in the situation, although the use of evidence is limited. Additionally, we highlight the mobilization of various mathematical knowledge for teaching school algebra

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