Mathematical Problem Solving in Training Elementary Teachers from a Semiotic Logical Approach

The aim of this article is to consider the professional knowledge and competences of mathematics teachers in compulsory education, and to propose basic tasks and activities in an initial training programme in the framework of a global proposal for “Immersion” in the curriculum of the educational phase which the trainee teacher would go on to work in. Problem-solving, in this context, is considered as being an inherent part of mathematics and this is described in terms of problem-solving, establishing connections between concepts, operations and implicit processes in the mathematical activity (conceptual field) and their relationships problem-solving; and it is assumed that the learning of problem-solving is an integrated part of learning in mathematics.