Year: 2025
Type: article
Abstract: This article investigates learning obstacles faced by prospective teachers when solving fraction tasks, focusing on didactical and epistemological challenges. The analysis is based on classroom observations in a university-level teacher education course, examining students’ strategies and emerging difficulties. Among the findings, we highlight the prevalence of mechanically applying previously taught methods, difficulties in reasoning without algorithms, and conceptual errors related to the inappropriate use of benchmarks. These difficulties are discussed within the framework of the Theory of Didactical Situations, with some classified as epistemological obstacles and others as didactical ones. The study also identifies ambiguous cases, suggesting the need to incorporate concepts such as the didactical contract in future analyses.
Source: Educação Matemática Debate
Authors: Ana Lúcia Braz Dias, Tony Salvatore Sheikhnavassi
Institution: Central Michigan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7090889548
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