Aprendizaje colaborativo y formación de asesores en matemáticas: Análisis de un caso

Abstract

This study analyses how primary teachers making sense the information from Didactics of Mathematics as a evidence of the building professional knowledge. 65 primary teachers enrolled in a professional program of education leader training participated in an interactive learning environment designed in the mathematics education subject. An goal of the learning environment was to solve professional problems using online discussions and face-to face debates. The professional problems used in the interactive learning environment were to diagnostic primary students’ learning difficulties and to design an instructional intervention focused on the teaching of the division algorithm taking in account the origin of primary students’ difficulties.

The findings indicate primary teachers were able to use progressively the information on how primary students come to understand the ten-based numeration system when noticing and interpreting the difficulties of primary students about algorithm of division. In this context, building professional knowledge was evidenced by the way in which primary teachers interacting when negotiating the meanings of theoretical information and connected these ideas to justify their interpretations of primary students’ difficulties. This findings suggest that collaborative interaction among primary teachers when solving professional problems supported the instrumentalization of theoretical ideas and so their learning