CONOCIMIENTO PROFESIONAL PARA LA ENSENANZA DE LA RESOLUCION DE PROBLEMAS EN PRIMARIA: UNA PERSPECTIVA CURRICULAR

In this paper we present the need for a primary teacher can function successfully in addressing teaching processes that include mathematical problem solving knowledge. We perform a curriculum analysis to six official documents of different countries on their prescriptions for solving mathematical problems. Through a content analysis and based on the categories of knowledge proposed by Chapman (2015), we developed a new model to describe the professional knowledge trouble shooting demanding curriculum for teaching this topic. The results show an intricate network of knowledge that curricula require teachers to deal with problem solving in school mathematics.