Posibles cambios de concepciones de profesores universitarios sobre las causas de los errores (de sus estudiantes) en el aprendizaje de la matemática

Abstract

The doctoral thesis sought to deepen the description, characterization and understanding of the possible changes in the conceptions of a group of mathematics teachers (in practice) in the first semesters of University about the causes of their students' mathematics errors. Through reflection and discussion exercises in focus groups, and using theoretical frameworks from Mathematics education such as Brousseau's theory of obstacles and Duval's theory of semiotic representations, the study sought to obtain information that would allow for a descriptive qualitative analysis to determine and characterize: What changes occur in teachers' conceptions about the causes of their students' mathematical errors as a result of these reflections and analyses? What factors influence these changes? If there are no changes, what is the reason? How does peer discussion impact changes in teachers' conceptions on this topic? The study revealed some gradual and differentiated changes in the conceptions of participating teachers regarding the causes of students' errors when learning mathematics.