Trabajando juntos situaciones introductorias de razonamiento proporcional en primaria. Análisis de una experiencia de enseñanza centrada en el profesor, en el estudiante y en el contenido

Abstract Although there is a fairly generalized consensus in mathematics education in favour of constructivist-type instructional models, their pertinence is controversial. Between the extreme centered models, either on the student or on the teacher, we find other mixed type models, where both educational process agents play a leading role, depending on the intended content and the students’ previous knowledge. In this article, we describe and base the implementation of a three stages mixed-type instructional model: In a first phase, the teacher acquires the leading role by introducing the t...