Aportaciones desde la resolución de problemas a la construcción de conocimiento profesional

Abstract

This paper shows a complex, integrating perspective of mathematics teacher’s professional knowledge. It conceives problem solving as a task which promotes to build meaningful knowledge. It proposes that problem solving be considered as an object of knowledge, as knowledge to reach, and a task that makes professional development easier. In the context of primary teacher’s initial training, it presents some examples from an ethnographic, qualitative, descriptive study which has been carried out with students of a subject. Six examples are explained, in which some desirable characteristics of professional knowledge are dealt with and promoted starting from the approach of some problems. These characteristics are: 1) the importance of being aware of educational goals; 2) the possession of elements to reflect on the implications of adopting some theories and conceptions; 3) the necessity of having some criteria to organise classroom activities; 4) the possession of an open, flexible attitude; 5) the necessity of having questions and a critical attitude before information; and 6) the convenience of placing him/herself in the pupil’s point of view.