Naturaleza de las tareas profesionales en la formación de profesores de matemáticas

Abstract

Advances on research in Didactics of Mathematics and its impact on teaching go at different rates. For this reason, this article proposes an approach to incorporate professional tasks in the training of Mathematics teachers from the point of view of research. Given the diversity of theoretical-methodological positions present in Didactics of Mathematics, in order to articulate professional tasks based on situations, a general scheme is configured that considers three important elements: a theoretical reference, the study of mathematical content from the research, and an implementation logic during the instruction process. From these elements, an example is developed, considering as a theoretical reference a model of knowledge for the teacher, and as a theme the notable identities. It is concluded that the type of professional tasks that need to be considered during teacher training should be situations linked to their practice or future educational practice. These tasks should also be theoretically guided by the results of research to promote the development of their knowledge and skills.