Abstract

BARRERA-MORA, Fernando  and  REYES-RODRIGUEZ, Aarón Víctor. Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure. REDIE [online]. 2017, vol.19, n.1, pp.110-122. ISSN 1607-4041.  https://doi.org/10.24320/redie.2017.19.1.971.

This paper analyzes the different solutions proposed by a group of 15 mathematics teachers to a routine arithmetic problem, with the aim of identifying the contribution provided by multiple-solution tasks in the training and continuing education of teachers. The theoretical background of this work is based on the identification and discussion of solution routes to strengthen teachers’ knowledge of mathematics and didactics, in addition to promoting a critical approach to their professional practice.

Keywords : Learning processes; problem solving; teacher education.

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