TRAINING MATH TEACHERS AT THE PRIMARY LEVEL. THE DIDACTIC CONTRACT: A CASE STUDY

Abstract

There is a Training Program that takes place in the Buenos Aires Province, which has been carried out for over five years, that within the mathematics area, is anchors in the Theory of Didactical Situations (Brousseau, 1998). In this report, a description and analysis of differences and similarities between didactic contracts established by teachers, who have attended the teaching training course "Decimal Numbers in School" proposed by the Province's Curriculum, is developed among those teachers who have not attended the teaching training course. The classes analyzed belong to the teaching of decimal numbers writing, related to the monetary context in the fifth year of primary school. The analysis provides evidence to infer on the fact that having attended to the training course, does not distinguishes by its own a substantial difference when managing the classes.