Capacidad de enseñanza de la magnitud masa y reflexión en la formación inicial docente: el caso de una maestra de infantil

The interest in initial teacher education in early mathematics and the inclusion of reflection in training, motivate to study the case of one prospective childhood teacher, to show how a cycle of reflection contributes to increase the mathematics teaching capability for to teach weight notion. Videos of her practice, audios of her participation in a teaching reflection community and personal reflection reports are qualitatively analysed with the construct mathematics teaching capability in its component: content knowledge and pedagogical content knowledge about teaching and the mathematics thinking during early childhood. Thanks to the reflection cycle, the prospective teacher evidences change in her understanding about of how to teach to weight notion, specifying the sensory information and the organization of the objects, improving the measurables attributes offered to the children. The reflection cycle shows its potential for improvement initial teacher education in early mathematics.