Interactions Promoted by Teacher Educators Based on an Erroneous Approach to the Subject of Fractions

Abstract

Background: An episode developed within the framework of a training process for primary school teachers is presented, based on a previous diagnosis where, among other shortcomings, those related to the subject of fractions and their teaching were detected. In this context, a set of interactions between the participants and two mathematics teacher educators take place, based on an error related to this theme. Objectives: To analyse the types of interactions promoted by two mathematics teacher educators from the appearance of an error in the context of a continuous training program for primary school teachers. Design: Naturalistic research of a qualitative-ethnographic nature. Scope and participants: Two mathematics teacher trainers and teachers of the second stage of primary school (9-11 years old) belonging to an educational network that offers its services in disadvantaged sectors. Data collection and analysis: Sixteen hours recorded on video were observed and analysed from two categories with their respective properties; each category characterises a type of interaction. Results: The information collected shows a different type of interaction on the part of each of the two mathematics teacher educators when an error appears about the fraction and its teaching. Conclusions: The two types of interactions that are evident in a different way in each one of the trainers, show that the characteristics proposed by an initial, continuous or professional development training program are marked by the types of interactions promoted by the trainer.