English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

La importancia que presenta la resolucion de problemas en la ensenanza y aprendizaje de la matematica es una premisa aceptada en la comunidad de educadores matematicos. No obstante, los marcos que describen o caracterizan el conocimiento de los profesores sobre las matematicas escolares han dado poca relevancia a este proceso. Partiendo de revisiones curriculares y teoricas, presentamos una organizacion del conocimiento del profesor de educacion primaria sobre la resolucion de problemas de matematicas. En ella diferenciamos un conocimiento sobre la resolucion de problemas del que emergen los componentes relativos al concepto de problema, proceso de resolucion y disposicion para afrontar un problema; y un conocimiento pedagogico sobre la resolucion de problemas en el que distinguimos un componente referido al aprendizaje y otro a la ensenanza. Nuestra reflexion ratifica la idea que la naturaleza distinta de un proceso como la resolucion de problemas provoca un conocimiento que los modelos han omitido.Teacher knowledge components for teaching problem solving in primary educationProblem solving is central in teaching and learning of mathematics, an accepted premise in the community of mathematics educators. However, the frameworks that describe or characterize teachers' knowledge have given little relevance to this process. Starting from curricular and theoretical revisions, we present a proposal of organization for the knowledge of primary teacher about problem solving. We differentiate a knowledge of the process from which the components related to the concept of problem, resolution process and disposition to face a problem emerge; and a pedagogical knowledge where we distinguish a component referring to learning and another to the teaching of problem solving. Our reflection confirms the idea that the different nature of a process such as problem solving, causes a knowledge that the models have omitted.doi: 10.30827/pna.v13i2.7876

Componentes de conocimiento del profesor para la enseñanza de la resolución de problemas en educación primaria