Pre-service teachers’ challenges in implementing mathematical modelling: Insights into reality

Carolina Guerrero Ortiz; Rita  Borromeo Ferri

doi:10.30827/pna.v16i4.21329

Autores/as

Carolina Guerrero Ortiz Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0001-8765-1815
Rita Borromeo Ferri Universidad de Kassel https://orcid.org/0000-0001-8223-3729

DOI:

https://doi.org/10.30827/pna.v16i4.21329

Palabras clave:

Conocimiento del contenido, Formación de profesores de matemáticas, Modelización, Problemas verbales

Resumen

El modelado se ha vuelto obligatorio en los programas de estudio de muchos países, a menudo sin brindar a los profesores la capacitación necesaria para abordar este desafío. Mediante un estudio cualitativo, analizamos las tareas diseñadas por futuros profesores de matemáticas de secundaria. Identificamos cómo movilizan sus conocimientos para enseñar modelación en ausencia de formación para ello, elementos como traducción entre lenguajes, reconocimiento de datos desconocidos, covariación y uso de representaciones para la comprensión y resolución de problemas, fueron identificados. Los resultados también revelan que los participantes tienden a crear problemas verbales cuando intentan enseñar modelación por primera vez.

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Citas

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