@misc{10481/71470,
year = {2021},
month = {5},
url = {http://hdl.handle.net/10481/71470},
abstract = {Background: an important field of research in mathematics education is the 
initial training of teachers where deficiencies in the disciplinary and didactic knowledge 
required for their profession can be evidenced. Objective: To study the transformation 
of the specialized knowledge of future teachers about division of fractions. Design:
qualitative descriptive paradigm where a case study is approached. Context and 
participants: a group of three students who design, reformulate and implement 
mathematical tasks during their initial training in a Lesson Study environment using 
the Didactic Analysis method, where they receive feedback from their peers and trainer. 
Data collection and analysis: data collection is obtained from the written productions 
of future teachers and the record of recordings of class discussions, which were 
analyzed using the content analysis method and the categories of the specialized 
knowledge model. from the math teacher. Results: future teachers show a change in 
their knowledge, starting their process with the design of a problem situation with a 
different meaning in the conceptual field of division of fractions, which becomes a 
problem situation with a multiplicative structure of the type "isomorphism of measure". 
Conclusions: deepening the processes of transformation of the specialized knowledge 
of future teachers from their first formative stage can give us insights on how to 
improve their training aiming at their professional teaching development.},
organization = {Agencia Nacional de Investigación y Desarrollo},
organization = {Comisión Nacional de Investigación Científica y Tecnológica

21160315},
organization = {Fondo Nacional de Desarrollo Científico y Tecnológico

11190553},
publisher = {Lutheran University of Brazil},
keywords = {Didactics},
keywords = {Mathematics teaching},
keywords = {Teacher training},
keywords = {Division},
keywords = {Fractions},
title = {Transformation of the Specialized Knowledge of Future  Primary Teachers on Fraction Division},
doi = {10.17648/acta.scientiae.5650},
author = {Valenzuela Molina, Macarena and Ramos Rodríguez, Elisabeth and Flores Martínez, Pablo},
}