Estudiantes para maestro de primaria como resolutores y evaluadores de problemas de estructura multiplicativa

the aim of this paper is to study the relationship between the success of pre-service teachers (epm) when solving problems with a multiplicative structure (isomorphism of measures) and epm scores of primary school pupils' answers to the same problems. results show that there is not a causal relationship between solving a problem with a multiplicative structure and the way that epm grade pupils' answers because it is easier to identify a correct solution than solve correctly a problem (incorrect resolution but well-graded pupils' answers), the professional knowledge of pre-service teachers is often insufficient to grade alternative strategies (different from multiplication and division) and finally, because they have inappropriate beliefs related to the type of problems and assessment criteria (correct resolution but poorly graded of pupils' answers). moreover, the proposed tasks could be potentially useful for building the necessary knowledge to teach mathematics.