Uso de actividades de medidas indirectas en la formación de maestros

he treatment of measurement in school is usually oriented towards arithmetic work, distorting the processes of measurement, knowledge with which future teachers arrive at their initial training. Therefore, this study addresses indirect measurement processes as a strategy to analyze the variety and relevance of measurement strategies planned and executed by students. Based on four concrete situations involving the measurement of lengths, surfaces, and volumes, students for teachers: propose strategies for measuring; take measurements; and establish changes and improvements to their strategies. Their proposals are characterized, and it is observed that students put into practice formal and informal mathematical knowledge, from the composition of measures or estimation to the use of formulas and theorems.