Concepciones y creencias sobre la resolución de problemas de estudiantes para profesores y nuevas propuestas curriculares

Abstract

Our Une of work considers two components. First, we assumed that Pedagogical Content Knowledge and the Pedagogical Reasoning capacity are basic elements in teacher educatwn. Second, we regard initial mathematics teacher education as the essential place to introduce the new ideas about problem solving for future curricular development. With these two components inmind, we have designed aproposal for aprirnav teacher education. The first stage is to describe the concepts and beliefs of prospective Teachers about problem solving and to compare them with the standard curricular orientation. The present work deals especially with this later aspect.