Reflexión de la práctica docente en la enseñanza de Funciones utilizando Criterios de Idoneidad Didáctica

Abstract

The objective of this study is to identify which Didactic Suitability Criteria are considered by mathematics teachers when they reflect on their proposals for improvement in the teaching of functions. We worked with a qualitative - descriptive methodology where the results of the implementation of their proposals were analyzed by 38 teachers of different educational levels in Ecuador, who were participating in a teacher training program (Professional Master's Degree) where they addressed the teaching of different types of functions as part of their Master's Thesis. Teachers are aware of the need to make proposals to improve the teaching of functional topics; In addition, the reflections carried out implicitly consider the use of one of the six Didactic Suitability Criteria (CID) proposed by the Onto Semiotic Approach to Mathematics Cognition and Instruction (EOS), the suitability of media being the most widely used, affective and cognitive, leaving aside other equally important criteria such as interactional, ecological and epistemic suitability. The need for mathematics education professionals to deepen the Didactic Suitability Criteria is demonstrated as a reflection tool that, broken down into components and indicators, together, will determine the suitability of the teaching practice.