Assessing the Epistemic Analysis Competence of Prospective Primary School Teachers on Proportionality Tasks

Knowledge and Competencies of Prospective Teachers for the Creation of Proportionality Problems

“…In the epistemic facet, we could note the PPTs' limitations in identifying the mathematical objects involved in the problems they themselves created (Burgos et al, 2018;Burgos & Godino, 2022) and distinguishing proportional from non-proportional situations by creating problems that do not respond to a situation of proportionality but that they consider to be typical of that environment . The limitations in identifying mathematical objects could be a consequence of the lack of experience with this activity (Rivas et al, 2012), since their previous training in the degree and the workshop taught seem not to have been sufficient for them to understand the nature and functionality of the mathematical objects (Burgos & Godino, 2020b, 2021a.…”

“…The interventions developed with pre-service teachers (Burgos et al, 2018;Burgos & Godino, 2020b, 2021a, 2021b, 2022Malaspina et al, 2015;Malaspina et al, 2019;Mallart et al, 2018), using the constructs of the ontosemiotic approach (OSA) to mathematical knowledge and instruction (Godino & Batanero, 1994;Godino et al, 2007), show the close link between the ability to create problems that facilitate students' learning and their competence in didactic analysis. The latter involves, in particular, "analysing the mathematical activity when solving problems, identifying the practices, objects and processes put into play, and the variables that intervene in the statements, in order to formulate new problems and adapt them to each educational circumstance" (Godino et al, 2017, p. 92).…”

“…Despite its great importance and the fact that it has been a fruitful research topic in recent decades, the notions of ratio and proportion continue to present difficulties for teaching and learning (Obando et al, 2014). Specifically, research focused on the analysis of the mathematical knowledge necessary for teaching proportionality shows that both pre-service and in-service teachers find it hard to teach concepts related to the theme (Balderas et al, 2014;Buforn & Fernández, 2014;Buforn et al, 2018;Burgos et al, 2018;Burgos & Godino, 2020b, 2022Lo, 2004;Rivas et al, 2012;Weiland et al, 2020).…”

Untitled

“…La primera de ellas es la faceta epistémica, donde se considera la representatividad de los significados que se desarrollan en el aula en contraste con el significado de referencia que existe de cada objeto matemático (Burgos y Godino, 2021). La faceta cognitiva aborda la proximidad de los significados y su relación con el desarrollo cognitivo de quien aprende; la faceta afectiva, la implicación de los y las estudiantes en la trayectoria determinada por el profesor (Beltrán-Pellicer y Godino, 2020; Hummes et al, 2019).…”

Conocimiento didáctico-matemático de algunos docentes sobre los números primos

“…La primera de ellas es la faceta epistémica, donde se considera la representatividad de los significados que se desarrollan en el aula en contraste con el significado de referencia que existe de cada objeto matemático (Burgos y Godino, 2021). La faceta cognitiva aborda la proximidad de los significados y su relación con el desarrollo cognitivo de quien aprende; la faceta afectiva, la implicación de los y las estudiantes en la trayectoria determinada por el profesor (Beltrán-Pellicer y Hummes et al, 2019).…”