Conceptions and pedagogical practices on the mathematical processes of teachers

Abstract

The objective of this research work is to establish the disciplinary, didactic and pedagogical conceptions of teachers in the area of mathematics in basic education against the formative process by competences and mathematical processes. The relationship between the standards developed in the institution against those stipulated by the “Ministerio de Educación Nacional” of Colombia was analyzed. This research was developed considering a hermeneutical historical paradigm, guided by the integrated qualitative approach, from an ethnographic design and therefore microetnography as a method. The research contributes from the epistemological, pedagogical and didactic categories, towards the achievement of evidence related to the classroom practices of teachers where contextualized problematic situations do not prevail so that the classes of the students are routine, not very impactful and the environment or Space becomes unmanageable, they do not have an adequate use of educational texts, and the use of educational material such as technological tools is not evident.

Teaching competency in virtual education: Systematic review

“…The competence is based on knowledge. It also called the epistemological dimension that the teacher manages, alluding to the discipline that he dominates and the management of practices with an emphasis on student learning [10].…”

Concepciones epistemológicas de los docentes del área de matemáticas en educación básica

“…En cualquier área del conocimiento, las prácticas pedagógicas deben atender tres campos esenciales inherentes al proceso educativo. Al respecto, cabe destacar que se parte del conocimiento (dimensión epistemológica) que posee el docente en relación con el área de dominio (Hernández, Prada & Ramírez, 2017), de las prácticas que enfatizan los enfoques de aprendizaje (dimensión pedagógica) por medo de las cuales los docentes valoran la actuación del estudiante, y del desarrollo de estrategias (dimensión didáctica) para lograr la correspondencia entre los procesos de enseñanza y aprendizaje (Hernández, Prada & Gamboa, 2019).…”