The objective of this research is to show the difficulties and the challenges identified by teachers in their mathematics teaching practices. The research is based on the concept of reflection-action, thus a workshop-course centered on collaborative work and on reflections about teaching practices was designed in order to achieve the objective. Ten mathematics teachers the Telebachillerato (Higher Secondary Education Subsystem, Mexico) participated in this research. The results show that teachers have a variety of challenges, but also difficulties, particularly involving getting students to construct knowledge autonomously, as well as teachers selecting and using resources in accordance to the subject matter to be taught. In addition, there is also lack of mathematical and pedagogical knowledge in the participants. Collaborative work is required, leading teachers towards building the necessary knowledge for Higher Secondary Education in order to avoid student obstacles.
Este artículo tiene como objetivo presentar la síntesis de un trabajo que actualmente da seguimiento al diseño, instrumentación e impacto del Diplomado de Formación de Competencias Básicas para la Docencia (DFCBD) en la práctica docente, como una de las acciones complementarias que apoyan el llevar a cabo el Modelo Curricular por Competencias de la Universidad Autónoma de Aguascalientes, y que ahora se encuentra en su fase de pilotaje.
Los apoyos didácticos, para el docente en su labor de enseñanza, representan herramientas importantes para generar, facilitar y motivar el aprendizaje en sus alumnos. Durante el paso de los años se han venido utilizando diversos tipos, pasando desde el tradicional pizarrón y gis, los objetos y especímenes, el rotafolio, etcétera., hasta ir transitando al uso de las nuevas tecnologías al servicio de la educación.
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