A LEARNING TRAJECTORY OF LENGTH AND MEASURE AS A CONCEPTUAL INSTRUMENT USED BY PROSPECTIVE KINDERGARTEN TEACHERS/TRAYECTORIA DE APRENDIZAJE DE LA LONGITUD Y SU MEDIDA COMO INSTRUMENTO CONCEPTUAL USADO POR FUTUROS MAESTROS DE EDUCACION INFANTIL

• Published in: Revista Latinoamericana de Investigación en Matemática Educativa Vol. 21; no. 2; p. 203
• Main Authors: Sanchez-Matamoros, Gloria, Moreno, Mar Moreno, Tyteca, Patricia Perez, De La Vega, M. Luz Callejo
• Format: Journal Article
• Language: Spanish
• Published: El Colegio Mexicano de Matematica Educativa A.C 01.07.2018
• Subjects: España
• ISSN: 1665-2436
• DOI: 10.12802/relime.18.2124

This study characterizes the use of a learning trajectory for length, as a magnitude and its measurement, as a conceptual instrument for gaining the professional competence of noticing mathematical thinking of children by the prospective kindergarten teachers. A total amount of 64 prospective kindergarten teachers enrolled on a teaching module about teaching and learning the concept of length in their training programmer. This module is based on a learning trajectory of length to be used as a conceptual instrument which let prospective kindergarten teachers describe and interpret children's answers to an specific learning situation (first instrumental action scheme) and take appropriate learning decisions related to the interpretation inferred (second instrumental action scheme). The results exhibit there are some prospective kindergarten teachers who do not develop any schemes, some of them develop only the first scheme, and few of them develop the second instrumental action scheme. These results give evidences of the acquisition of noticing.