Using a hypothetical learning trajectory to propose instructional activities

Abstract

To decide on how to on a teaching-learning situation has been identified as the most difficult of the three skills that make up the competence of noticing student’s mathematical understanding. In this study 95 pre-service primary school teachers solved a task in which they had to propose a learning objective and activities to support this development of the understanding the meaning of fraction as part-whole using as a reference a hypothetical learning trajectory. Results suggest that the hypothetical learning trajectory helped pre-service teachers propose activities focused on students’ understanding of how to use the mathematical elements that articulate the hypothetical learning trajectory.

Keywords

• mirar profesionalmente
• fracciones
• trayectoria hipotética de aprendizaje
• formación de maestros
• actividades instruccionales