Reflexión de futuros profesores de matemáticas sobre problemas profesionales relacionados con la enseñanza del álgebra escolar

Abstract In this study, the reflections of two future mathematics teachers is analyzed through the professional problems related to teaching and learning school algebra that they identify, define, and face during teaching practice. For this purpose, we planned and implemented a teacher education module in the practicum of an undergraduate mathematics and physics program in Colombia, under the realistic theory of teacher education to promote a thoughtful ALaCT cycle. Following the approach of qualitative and interpretative research and using content analysis, the productions of the participants...