Using video-based methods to teach rational number to prospective primary school teachers

Resumen

The connections between the pedagogical approaches based in the use of video and the didactical models to teach the rational number are a source of great concern to the teachers of our Mathematics Education Department. The TPACK framework provides the appropriate domains and tools needed for the study of this topic. We present activities based in the use of the flipped classroom pedagogical model where the videos are well adjusted to the didactical models based in measure or in quotient. Our prospective primary school teachers were asked to design videos to present different contents to their future pupils or to watch some videos before taking the corresponding lessons. The main findings are related to the difficulties, pedagogical-technical and mathematical, showed by the students on their videos. On the one hand, they used to move from one type of activity to another with not enough explanation or presented too long videos. On the other hand, they presented activities different from the ones they were told. We have found that this video-based activities are related to problem solving strategies and bring out conceptual misunderstandings