Knowledge displayed by Pedagogy Students in Primary Education when Designing a Mathematical Task

Abstract Among the activities that a teacher develops for teaching mathematics is to design and adjust Mathematical Tasks (MT). For this, the Initial Teacher Training (ITT) must provide opportunities and resources to future teachers so they can design successful MTs. Therefore, this research will determine the knowledge that 66 sixth-semester Primary Education pedagogy students deployed when designing a MT. Through the application of Latent Class Analysis, three knowledge groups were found that determined three different TM types: Conceptual, Procedural, and Generic. Among the three groups, the procedural MT is the one with the highest proportion among the activities described by the students, reaching 51% of the sample.