Razonamiento algebraico y proporcional en contexto probabilístico: Una experiencia con futuros profesores de secundaria

Abstract

The study explores the ability of prospective secondary mathematics teachers to solve problems involving proportional reasoning in a probabilistic context, as well as to analyze the presence of algebraic and proportionality-related objects in their own solutions and those of students. The results show that the prospective teachers solve the proposed problems with varying levels of algebraic reasoning and adequately identify the presence of algebraic and proportionality elements in their own work. They experience greater difficulty when analyzing students’ solutions, especially when these are incorrect, and when making decisions to address errors. The study concludes that there is a need to strengthen teacher education in the analysis of the mathematical activity present in their own practices and in those of their students.