Proportionality in teacher training. From the Cognitive Program to the Epistemological Program
DOI:
https://doi.org/10.71770/rieipd.v2i1.2305Keywords:
Proporcionalidad, saberes del profesor, teoría antropológica de lo didáctico, dispositivos didácticosAbstract
In the field of Mathematics Didactics, the line of studies on teacher training is perhaps one of the most
consolidated. To date, there are theoretical developments that have allowed us to improve the analysis of
the initial training processes in teaching and understanding of the educational phenomena that affect the
learning and teaching of this discipline. The case of proportionality illustrates, in a good way, the evolution
that work has had in this area of knowledge for teacher training. In this context, the aim of this article is to
review some studies on proportionality carried out from two of the main research programs in Mathematics
Didactics: The Cognitive Program, that raises the importance of disciplinary knowledge and the teacher's
conceptions; and the Epistemological focused on the praxeologies, that the teacher deploys during the
resolution of mathematical tasks and the implementation of training devices.
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