Abstract
This work is placed in the teacher thinking paradigm and wants to show some outcomes from a research in teacher training in order to study the teachers' personal practical knowledge. We have used the qualitative method, mainly, the classroom observation, the interview, and the stimulated recall. It is specifically about two examples of mathematics teaching: the teaching of mathematical concepts and problem solving in primary schools.
Highlights
En más de una ocasión hemos justificado alguna actividad haciendo uso del refranero: «Cada maestrillo tiene su librillo»
This work is placed in the teacher thinking paradigm
the teaching of mathematical concepts and problem solving in primary schools
Summary
En más de una ocasión hemos justificado alguna actividad haciendo uso del refranero: «Cada maestrillo tiene su librillo». Nuestra informante, que considera su práctica docente como la fuente fundamental de su conocimiento, hará referencia a su experiencia y al conocimiento que tiene de los alumnos para decidir sobre las ideas o tipo de actividades a desarrollar.
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