Resumen de Componentes de conocimiento del profesor para la enseñanza de la resolución de problemas en educación primaria

Juan Luis Piñeiro Garrido, Elena Castro Rodríguez, Enrique Castro Martínez

• español

  La importancia que presenta la resolución de problemas en la enseñanza y aprendizaje de la matemática es una premisa aceptada en la comunidad de educadores matemáticos. No obstante, los marcos que describen o caracterizan el conocimiento de los profesores sobre las matemáticas escolares han dado poca relevancia a este proceso. Partiendo de revisiones curriculares y teóricas, presentamos una organización del conocimiento del profesor de educación primaria sobre la resolución de problemas de matemáticas. En ella diferenciamos un conocimiento sobre la resolución de problemas del que emergen los componentes relativos al concepto de problema, proceso de resolución y disposición para afrontar un problema; y un conocimiento pedagógico sobre la resolución de problemas en el que distinguimos un componente referido al aprendizaje y otro a la enseñanza. Nuestra reflexión ratifica la idea que la naturaleza distinta de un proceso como la resolución de problemas provoca un conocimiento que los modelos han omitido.Teacher knowledge components for teaching problem solving in primary educationProblem solving is central in teaching and learning of mathematics, an accepted premise in the community of mathematics educators. However, the frameworks that describe or characterize teachers' knowledge have given little relevance to this process. Starting from curricular and theoretical revisions, we present a proposal of organization for the knowledge of primary teacher about problem solving. We differentiate a knowledge of the process from which the components related to the concept of problem, resolution process and disposition to face a problem emerge; and a pedagogical knowledge where we distinguish a component referring to learning and another to the teaching of problem solving. Our reflection confirms the idea that the different nature of a process such as problem solving, causes a knowledge that the models have omitted.doi: 10.30827/pna.v13i2.7876

• English

  Problem solving is central in teaching and learning of mathematics, an accepted premise in the community of mathematics educators. However, the frameworks that describe or characterize teachers' knowledge have given little relevance to this process. Starting from curricular and theoretical revisions, we present a proposal of organization for the knowledge of primary teacher about problem solving. We differentiate a knowledge of the process from which the components related to the concept of problem, resolution process and disposition to face a problem emerge; and a pedagogical knowledge where we distinguish a component referring to learning and another to the teaching of problem solving. Our reflection confirms the idea that the different nature of a process such as problem solving, causes a knowledge that the models have omitted.