Conocimiento sobre modelización matemática manifestado por maestros de primaria en ejercicio
Karen Porras Lizano, Elena Castro Rodríguez, Juan Luis Piñeiro Garrido
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Source: Crossref
Published: Oct 2, 2026
DOI: 10.30827/pna.v21i1.34071
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We describe the professional knowledge of mathematical modelling stated by eleven in-service primary school teachers. Particularly, the study focuses on the knowledge of the notion of a modelling problem, its resolution, and the disposition. Based on interviews, the results show that teachers recognize some elements of mathematical modelling but display a limited understanding of the process as a dynamic cycle and of the strategic decisions involved. This knowledge is grounded in prior knowledge but is shaped by general pedagogical training, which limits the integration of mathematical modelling in classroom practice and highlights the need for professional development initiatives centered on exploration and reflective teaching.
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