El papel del análisis de problemas aritméticos en la formación continua del docente

Abstract

In this article, we interpret the discussions of a primary school teachers group in the context of a formation course related with mathematics teaching. In the first part, we briefly describe the framework and the implementation context of the proposed course. Then we analyze the teachers group production and we propose an interpretation of the dialogues that took place during the formation meeting. Participants teachers, coordinated by a researcher in mathematics education, collaboratively produce knowledge on teaching mathematics when faced with tasks such as: design, implement, record and analyze teaching situations.