Una perspectiva para la formación inicial y continua de profesores desde el estado del arte de la didáctica de la matemática

Abstract

Principal elements of the State of the art in the didactics of the mathematics are presented and, in this frame, there are visualized central aspects to consider for the initial and constant formation of the professorship of mathematics. Appears, among other original distinctions of the field of teaching and learnings in mathematics, the notions of the didactic transposition of knowledges and the epistemological, cognitive, didactic and sociocultural obstacles to the learnings. It follows a review of approaches with which there have been investigated the educational processes of formation and update. It is answered to the questions how the teachers learn? How he(she) thinks the professorship? And how he(she) learns to teach the professorship? On this base axes it proposes for teachers' formation of mathematics professorship of the first, sccond and third educational cycles.