Knowledge to Teaching Linear Equations A Case Study

• Autores: Páez, David Alfonso; Eudave Muñoz, Daniel
• Año de publicación: 2020
• Idioma: inglés
• Tipo de recurso: documento de conferencia
• Materia: Knowledge; Teaching Practice; Algebra; Mathematics Didactic
• Institución: Universidad Nacional de Luján

Fil: Páez, David Alfonso. Universidad Autónoma de Aguascalientes (UAA). Consejo Nacional de Ciencia y Tecnología (CONACyT); México.
Fil: Eudave Muñoz, Daniel. Universidad Autónoma de Aguascalientes (UAA). Consejo Nacional de Ciencia y Tecnología (CONACyT); México.
One of the curren! problems in Mathematics Education is the required knowledge to teach algebra. In several studies regarding teaching and leaming of System of linear equations in two variables, it is reported that students liave problems understanding and solving such Systems. Several researchers consider that the teacher must create adequate environments for students to develop suchkinds of thinking, so the students may move lfom one to the other, as well as to teach and promote reflection on the different mathematical methods to solve a system of equations in two variables, stressing the importance to the graphic method. The aim of tliis paper is to show the mathematical knowledge that a teacher reveáis when solving systems of linear equations in two variables. We report a case study of a Mexican teacher, teaching mathematics even when his professional profile is not related. Two class sessions were videotaped in order to promote a reflection on his teaching practice. Results show tliis teacher lias basic knowledge related to fínding the valúes that satisfy a system of linear equations, which may produce conceptual and epistemological obstacles to students; results also show that he lacks mathematical arguments to determine and justify if a system of linear equations can be solved.