Conocimiento de Matemáticas Especializado de los Estudiantes para Maestro de Primaria en Relación al Razonamiento Proporcional

Abstract

A particular domain of mathematical knowledge for teaching is the specialized content knowledge. This study focuses on examining pre-service primary school teachers' mathematical content knowledge related to proportional reasoning. Results show that pre-service teachers' mathematical content knowledge is limited. These results are supported by pre-service teachers' difficulties in identifying non-proportional situations, in the development of ways of thinking related to the construction of the unit and in the use of the meaning of operator.