Castro-Rodríguez, E., Rico, L. y Gómez, P. (2012). Meanings of fractions as demonstrated by future primary teachers in the initial phase of teacher education. En ICME. Proceedings of the 12th international congress of mathematical education (pp. 1803-1810). Seoul: ICME.
Fractions are a fundamental content of primary-level education and must therefore be included in the training courses for primary school teachers. Experts argue that deep understanding is required to improve primary school teachers’ knowledge of this mathematical concept (Ball, 1990; Cramer, Post & del Mas, 2002; Newton, 2008). Our study focuses on the part-whole relationship as a crucial foundation in working with fractions. This paper characterizes some of the meanings of this relationship for a group of future primary school teachers.