El artículo evalúa el proceso de implantación del Máster en Educación Secundaria en España (MAES), a partir de un estudio de caso en la Universidad de Granada. El texto analiza el contexto general en el que se enmarca la creación del título, caracteriza ese proceso de creación, organización y estructuración a nivel nacional y, específicamente, de la Universidad de Granada, y hace una valoración del mismo a partir del estudio de cuatro dimensiones fundamentales: estructura y organización; docencia; practicum; y trabajo de conclusión del máster. El estudio concluye que el MAES es la primera gran experiencia española de formación del profesorado de ese nivel con carácter de título oficial regulado. Como aspectos positivos del curso se identificaron: su identidad profesionalizante y proyección nacional; su estructura curricular que prioriza la formación de competencias psicopedagógicas y didácticas; la valorización de la formación práctica en los propios institutos escolares.

This study is part of a broader study on algebraic reasoning in elementary education. The research objective of the present survey, namely to describe generalization among second grade (7- to 8-year-old) students, was pursued through semi-structured interviews with six children in connection with a contextualized generalization task involving the function y = x + 3. Particular attention was paid to the structures recognized and the type of generalization expressed by these students as they reasoned. In all six, we observed three phases of inductive reasoning: (a) abductive, (b) inductive and (c) generalization. The students correctly recognized the structure at least once during the interview and expressed generalization in three ways.

In this study, we adopted a functional perspective on algebra. Our focus was on tables and how they were first used by second-grade elementary school students (7- and 8-year-olds) when working with functions. This qualitative, exploratory, and descriptive study consisted of five classroom sessions and two semi-structured interviews, one group and one individual, two weeks apart, focused on tasks involving different functions and uses of tables, with and without labels for headings. In this study, we ask the following research questions: How do children organise values in tables with or without (a priori) labels for headings? What are the regularities (structures) identified by students? Our data revealed that students were able to organise the values of variables by listing them in columns and labelling the headings (i.e., identifying the variables involved). The ways in which children organised the data in tables enabled us to identify the structures they identified as regularities between the variables involved in the functions. More structures were correctly identified in the second interview compared to the first.