Conocimiento como medio para la interacción de alumnos de primer grado de educación primaria con las fracciones

Abstract

The objective of this paper is to identify the subdomains of Mathematic Teacher Specialized Knowledge (MTSK) in the teaching practice in a mathematics class-session, using a qualitative perspective with observation, transcription and their respective analysis, to contribute to professional improvement of elementary school teachers. At the same time, gathering evidence from a Didactic Situation on the impact generated by an approach of first grade students with the field of fractions study, since it is a content not incorporated in the official curriculum for the first cycle of elementary school. The results of the study present the concrete possibility of potentializing specific contents of fractions in the first grades of elementary education, a transcendent aspect in the visualization of this type of content in these first grades of education.