FORMACIÓN DE PROFESORES DE MATEMÁTICAS EN CHILE

Abstract

We give a glimpse of the general situation of Mathematics education in the country (educational policies, elements of global diagnosis of the system, actors’ convergence); we compare and  contrast the disciplinary and pedagogical aspects of teaching; we claim that it is necessary to consider didactical concepts stricto sensu; we point out some elements epistemological in character (both in connection with methodologies and with teaching knowledge). We express the necessity of advancing in a consistent way (analysis of experimentally gotten data; requirement of theoretical frames, inclusión of the actors). On the Mathematics teachers’ training, we propose a desiderátum -la transposition didactique- and a couple of ways of action: Didactical Engineering and Lesson Study.