Creencias y concepciones de los profesores de básica primaria en relación con la enseñanza del concepto de fracción. El caso de la institución educativa san Fernando de Amagá

Abstract

The aim of this qualitative study was to analyze the effect of the elementary school teachers’ beliefs and conceptions about the notion of fraction on its teaching process. Eleven teachers with different professional profiles from San Fernando High School in Amagá, Antioquia, Colombia participated in this study. The study drew on a phenomenological approach to the concept of fraction, and the general concepts of Chevallard’s (1980) didactic transposition theory, connected to Brousseau’s (1970) theory of didactic situations to explore the teachers’ beliefs and conceptions and to analyze their teaching process in three moments: planning and enacting class, and an interview. The findings indicated that teachers’ beliefs and conceptions about the notion of fraction have impact on their teaching decision-making process, especially on the curriculum material and the didactic situation selection.