Conocimientos del futuro profesor de matemáticas sobre los diferentes significados de la media aritmética

Abstract

This study characterizes the knowledge of future mathematics teachers at the University of Cuenca about the mathematical object of arithmetic mean. The exploratory-interpretive qualitative approach study indicates that, out of a total of twenty-two future participating teachers, twenty-one show little knowledge about the complexity of the object arithmetic mean (understood as a plurality of meanings), presenting difficulties to justify what kind of meaning of arithmetic mean they must use to solve a specific problem.