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We analyse the knowledge, errors and strategies that Prospective Primary Teachers (PPT) use in order to solve a one-step school arithmetic problems at a multiplying structural stage in which division through fractions is used. In an interpretative paradigm, the different actions of the PPT faced with this problem have been tabulated, taking as a reference framework the Mathematics Teachers’ Specialised Knowledge, MTSK. An analysis of the results confirms that there are certain conceptual and procedural weaknesses in division through fractions, although we have found different interpretations to what we expected, but at the same time, correct. New representations which could demonstrate the possible specialisation of their knowledge.

Conocimiento especializado de los estudiantes para maestro: la resolución de un problema con división de fracciones