Criterios de selección de tareas para el aula de profesorado de matemáticas

• Pinzón, Andrés ^[1] ; Gómez, Pedro ^[1]
  1. [1] Universidad de Los Andes

     Universidad de Los Andes

     Colombia

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 19, Nº. 3, 2025 (Ejemplar dedicado a: (April, 2025)), págs. 255-273
• Idioma: español
• DOI: 10.30827/pna.v19i3.30387
• Títulos paralelos:
  • Critérios de seleção de tarefas para a sala de aula dos professores de matemática
  • Criteria for mathematics teachers' selection of tasks
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este artículo, abordamos los criterios de selección de tareas que el profesorado de matemáticas pone en juego durante la planificación de clase. Para ello, recogimos las propuestas que, desde diferentes perspectivas, se han hecho en la literatura sobre esta cuestión y establecimos una primera versión de un marco de referencia. Con base en los autoinformes de un grupo de docentes y la teoría fundamentada, complementamos el marco inicial y proponemos un nuevo marco de referencia. El nuevo marco incluye categorías relacionadas con la motivación, la dificultad de las tareas, los compromisos profesionales del profesorado y la temporalidad.

  • português

    Neste artigo, abordamos os critérios de seleção de tarefas que os professores de matemática utilizam durante o planeamento das aulas. Para isso, recolhemos as propostas que, de diferentes perspectivas, têm sido feitas na literatura sobre esta questão e estabelecemos uma primeira versão de um quadro de referência. Com base nos auto-relatos de um grupo de professores e na teoria fundamentada, complementamos o quadro inicial e propomos um novo quadro de referência. O novo quadro inclui categorias relacionadas com a motivação, dificuldade, os compromissos profissionais dos professores e a temporalidade.

  • English

    In this article, we address the task selection criteria that mathematics teachers bring into play during class planning. To do so, we gathered the proposals that, from different perspectives, have been made in the literature on this issue and established a first version of a frame of reference. Based on self-reports from a group of teachers and grounded theory, we complemented the initial framework and proposed a new frame of reference. The new framework includes categories related to motivation, tasks’ difficulty, teachers' professional commitments and temporality.

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