En este artículo compartimos el análisis de la planificación de una clase de geometría – concebida como un espacio de trabajo matemático- gestionada por una docente que enseña geometría con recursos tecnológicos. Se propone un marco teórico que toma en consideración la idea de Espacio de Trabajo Matemático, el modelo MTSK sobre el conocimiento especializado del profesor y las cualidades de un trabajo de tipo colaborativo. Se reflexiona junto con la docente que da clases a estudiantes de 14 a 16 años, acerca de cuáles son las condiciones de la gestión de la enseñanza, que producen aprendizaje geométrico, cuando se usan recursos tecnológicos en las clases de matemática.
In this article we share a study on a professional development training program for math teachers. It is presented as innovative as it focuses on the reflection on the practice of teaching through the raising and solution of professional problems. We define professional problems, such as those teaching situations to which the teacher seeks solutions. We demonstrate with excerpts from working sessions that these solutions are nourished by the reflection on the practice they are trying to modify. They are, as a whole, indicators of specialized knowledge that characterize a professional of teaching mathematics.
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