Significados de las medidas de tendencia central contemplados por profesores de matemática en sus trabajos de fin de máster

Abstract

This work aims to identify which meanings of the measure of central tendency are contemplated by practicing mathematics teachers. For this, three master thesis projects have been analyzed, with the study of said mathematical object as a central didactic proposal. It is concluded that teachers take into account the idea of working different meanings, but have difficulties designing tasks with application problems that respond to this plurality of meanings