Características del análisis didáctico realizado por profesores para justificar la mejora en la enseñanza de las matemáticas

Abstract

The characteristics of the didactic analysis carried out by 25 teachers in their master's dissertations are presented to justify that their proposals improve mathematics teaching. First, the proposals are classified according to the type of innovation and the phases of the training process. Afterwards, the didactic suitability criteria are used to organize the reasons teachers give to justify the quality of their proposals. The results show that: a) three types of innovations are taken into account: mathematics, use of resources, and incorporation of values; b) justifications are based, above all, in the implicit use of criteria of didactic suitability, in particular epistemic, ecological and mediational, and c) the teachers who implemented their didactic proposals used the criteria in a broader and more detailed way than those who did not implement them.