Desarrollo profesional de futuros docentes de matemáticas de educación secundaria

• Moreno, Mar ^[1] ; Valls, Julia ^[1] ; Sánchez-Matamoros, Gloria ^[2] ; Aráuz, Domingo Felipe ^[3]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
  2. [2] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  3. [3] Universidad Nacional Autónoma de Nicaragua

     Universidad Nacional Autónoma de Nicaragua

     Nicaragua

     

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• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 43, Nº 2, 2025, págs. 61-80
• Idioma: español
• DOI: 10.5565/rev/ensciencias.6320
• Títulos paralelos:
  • Professional Development of Preservice Secondary School Mathematics Teachers
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  • Texto completo
• Resumen
  • español

    El objetivo de esta investigación es caracterizar el desarrollo profesional de tres estudiantes para profesor de Matemáticas en educación secundaria que participaron en un programa de desarrollo profesional diseñado ad hoc. Este estudio se apoya en el modelo teórico de trayectoria documental de Rocha (2021), dentro del enfoque documental de la didáctica. El análisis cualitativo de los datos, de carácter deductivo, se llevó a cabo en dos etapas. Los resultados muestran los desarrollos profesionales de los tres estudiantes para profesor, a través de sus experiencias documentales inferidas y representadas mediante trayectorias documentales. Se concluye que las competencias más complejas de desarrollar para los estudiantes para profesor son la de dirigir discusiones productivas e interpretar el pensamiento matemático de los estudiantes y la toma de decisiones en el aula.

  • English

    This research aims to characterise the professional development of three pre-service secondary school mathematics teachers participating in a professional development programme designed ad hoc. The research is based on Rocha’s (2021) theoretical model of «documental trajectory», within the Documental Approach to Didactics. The qualitative analysis of the data, of a deductive nature, was carried out in two stages. The results show the professional development of the three pre-service teachers, through their inferred «documental experiences», represented by means of «documental trajectories». It is concluded that the most complex competences for the pre-service teachers to develop are those related to leading productive discussions, interpreting students’ mathematical thinking, and decision-making in the classroom.

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