Análisis de la reflexión en la enseñanza de las funciones racionales, utilizando criterios de idoneidad didáctica

Abstract

Educational innovation has generated interest in Ecuadorian teachers, promoting the development of reflective competence; along these lines, we seek to analyze the reflection made on her practice by a teacher from an educational institution in Quito, who participates in a master's program and as part of her degree work, presents a proposal for improvement to teach rational functions, considering the six Criteria of Didactic Suitability. The qualitative - descriptive methodology used allows us to assess the design and implementation of the activities, evidencing a balanced didactic suitability; However, it is necessary to delve deeper into the criterion of epistemic suitability and the component of representativeness of the complexity of the mathematical object. On the other hand, the proposed research hypothesis coincides with other studies on the use of the Didactic Suitability Criteria and its influence on the improvement of mathematics instruction.