CARACTERÍSTICAS DEL CONOCIMIENTO DE LOS ESTUDIANTES PARA MAESTRO ESPAÑOLES EN RELACIÓN CON LA FRACCIÓN, RAZÓN Y PROPORCIÓN.

This article examines the characteristics of pre-service teachers' knowledge of subconstructs implied in proportional reasoning. The participants were 91 students at Universidad de Alicante (Spain), who solved twelve problems related to these subconstructs. A cluster analysis identified four partially nested profiles, interms of the way the students solved the problems: 1) Those who solve procedural problems and apply multiplicative thinking (Profile One); 2) Those who solve procedural problems and apply additive thinking (Profile Three); 3) Those who diff erentiate between proportional and nonproportional situations and consolidate the fractional system (Profi le Two); and 4) Th ose who diff erentiate between proportional and nonproportional situations and show an understanding of the comparison of ratios (Profile Four). The results provide information for designing professional tasks linked to teaching and learning mathematics for teacher training programs in elementary education. [ABSTRACT FROM AUTHOR]