Actividades de Estimación de Medida: La interpretación de los docentes de Educación Primaria

Translated title of the contribution: Measurement estimation activities: The interpretation of Primary School teachers

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Abstract

© 2018 BOLEMA Departamento de Matematica. All rights reserved. This article presents the characterization of the mathematical and pedagogical knowledge regarding the measure estimation concept possessed by the Chilean primary school teachers based on the way they propose to utilize activities aimed to work on this concept. In the analysis, we use a definition of the measurement estimation concept constructed from the previous work of different authors. The methodology is of a descriptive and interpretative nature. The results shows weaknesses in the teachers knowledge about the measurement estimate and its use in the classroom, noting that some teachers confuse the measurement estimation activities indistinctly with the measurement activities or interpreting that they are those activities in which a random response can be given without justification, evidencing the need to include measurement estimation in teacher training.
Translated title of the contributionMeasurement estimation activities: The interpretation of Primary School teachers
Original languageSpanish
Pages (from-to)1177-1197
JournalBolema Boletim de Educação Matemática
Volume32
Issue number62
DOIs
Publication statusPublished - 1 Dec 2018

Keywords

  • Mathematical knowledge
  • Measurement estimation
  • Teachers

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