Resumen En este artículo se utiliza la herramienta de análisis didáctico denominada Criterios de Idoneidad Didáctica (CID) para valorar las secuencias didácticas elaboradas por maestros que han cursado un Diplomado en la Universidad de Panamá. Dicha herramienta se ha desarrollado en el marco del Enfoque Ontosemiótico (EOS), revelándose útil para este tipo de acciones, tal como lo han validado las investigaciones previas. En esta investigación se propone un uso sistemático de los CID, aplicando una escala ordinal (tipo Likert) de cuatro posiciones, para cuantificar cada uno de los criterios y, así, evaluar las secuencias didácticas. Los investigadores (uno de los cuales es el formador de los docentes) discuten las secuencias didácticas elaboradas por los docentes, a partir de las grabaciones de aula, donde el análisis les permite sacar conclusiones sobre las decisiones didácticas que realizan los maestros. El uso de los CID revela fortalezas y debilidades en las secuencias didácticas de los maestros. El análisis de la idoneidad didáctica de las secuencias didácticas presentadas por los y las maestras sugiere que el Diplomado ha servido para mejorar su competencia de análisis didáctico, aunque también se han encontrado evidencias que sugieren que la experiencia previa docente aporta elementos importantes que explican el mayor uso de algunos criterios para orientar su práctica.

This paper presents a field study, research-action, of descriptive type, which aims to demonstrate that the use of cooperative learning strategy, in the teaching and learning process, favors cognitive skills. The study is carried out with Panamanian university students, who constructed the new mathematical knowledge from the perspectives of the different members of the work groups, making it possible the learning of each member of the team. The educational experience allows us to observe the potential of the exchange and collective construction of learning, in the construction of useful and meaningful knowledge for the student, as well as the generation of positive and motivating environments suitable for a quality educational process. It is concluded that the students were able to understand and use the problem-solving strategy, ordering and organizing the mathematical information necessary to achieve results based on reflective thinking, as well as motivating and showing an active participation in the development of the didactic activities of the class.

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Background: Research on mathematics teaching in basic science classes within Peruvian engineering degrees was required prior to the identification of alternatives to improve the training of future engineers. Objective: To identify the criteria that guide the practice of professors in Peru when explaining mathematics in basic science classes within engineering degrees, with specific reference to derivatives. Design: Qualitative case-study research that seeks to understand current mathematics teaching through an analysis of and reflection on the participants' practices. Setting and participants: Professors who give classes within engineering faculties in Lima. One of these was selected as a case study. Data collection and analysis: The classes taught by these professors were filmed and the criteria they follow in the design and implementation of their classes were inferred by means of the didactic suitability criteria, which were also used to design a questionnaire to interview the teachers; triangulation was then performed between their words and their actions. Results: This professor was guided by ecological criteria (syllabus and profession) and mediational criteria (time available for classes), although he felt that his practice was based primarily on cognitive criteria (previous knowledge) and ecological criteria (future profession). Conclusion: The criteria that guided his practice help explain why basic science classes within engineering degrees are taught with a lecture-based and procedural approach, and why innovations are not included.

This article presents the results of measuring the perceived achievement of complex thinking competency in a group of university students enrolled in a subject about Mexican cultural education. Specifically, the work intended to identify whether there is a correlation between the level of complex thinking and its sub-competencies with the appropriation of cultural knowledge. The sample population of university students from different disciplines took the subject “Imaginarios Culturales de México (Cultural Imaginaries of Mexico)”. The descriptive methodology analyzed the means of the students’ responses on a validated instrument measuring their perceived achievement of complex thinking competency and its sub-competencies. The questionnaire instrument was implemented at the beginning and end of the course without making a specific intervention. In conclusion, the research identified a statistically significant correlation between both variables, demonstrating that cultural training correlates with students’ perceived achievement of complex thinking competency and its sub-competencies. These results contribute to both the educational theory associated with the development of formative tools of competencies and skills, as well as the revaluation of cultural appropriation as a relevant formative element in lifelong learning.