Dificultades de los profesores de matemáticas en formación en el aprendizaje del análisis fenomenológico

Abstract

In this paper, we explore the learning of phenomenological analysis in a mathematics secondary teacher education master program based on the didactical analysis model. From the description of theoretical and technical aspects, we establish a set of actions that allow us to describe the groups of teachers’ performance through their written documents. We found that the groups did not have learning difficulties with idea of situation, had difficulties with the ideas of phenomenon and context - particularly when referring to the notion of structural characteristic-, and showed serious difficulties with the idea of substructure and its relation to the notion of context.