Conocimiento sobre proporcionalidad de futuros profesores de matemática. Un estudio exploratorio

Abstract

This work is part of a research project, aimed at addressing deficiencies on proportionality of prospective mathematics teachers. It reports on the results of a diagnostic process around the knowledge of proportionality, observed in a section of students in the eighth (last) semester of the mathematical education career. The methodology applied is action-research. The results indicate that prospective mathematics teachers show a biased knowledge about proportionality based on partial aspects that do not characterize that notion. It concludes on the need for a “global re-construction” of the knowledge on proportionality in the preservice teachers training.