El Álgebra y su Didáctica en la Formación Inicial de Maestros de Primaria en España

In this study, we investigate teaching algebra in the 39 Spanish public universities that offer a bachelor’s degree in Primary Education. Using a descriptive qualitative methodological approach, we analyze 28 teaching guides and the responses to a questionnaire of 35 university teachers. The data show that: (a) 56.4% of universities provide training on algebra and its teaching; and (b) it is mainly carried out in the first two academic years, combining pedagogical and disciplinary knowledge, using content instruction as a training method and with the support of manipulatives and technological resources. We conclude that it is necessary to identify and address the causes of the limited presence of teaching algebra, as well as to describe updated disciplinary and pedagogical knowledge that enables the development of more integrated training.