Formación del profesorado para el fortalecimiento de la reflexión docente y estrategias que promuevan la resolución de problemas matemáticos en educación primaria

• DOI: https://doi.org/10.22533/at.ed.586112410105

• Palavras-chave: Reflexión docente, tipos de problemas matemáticos, Criterios de idoneidad didáctica

• Keywords: Teacher reflection, types of mathematical problems, criteria of didactic suitability

• Abstract: This paper presents a proposal for teacher training to strengthen the didactic-mathematical knowledge of primary school teachers who, in a diagnostic phase, showed little knowledge to promote problem-solving skills. In the diagnostic phase, it was identified that the participants' practice was limited to being a facilitator in the delivery of content, leaving aside the development of mathematical skills, including problem-solving. Accordingly, a training was designed with the purpose of strengthening teacher reflection from the construct of didactic suitability and didactic-mathematical knowledge on teaching strategies that promote problem-solving skills in students in the first level of primary education. The training was carried out with three teachers who participated in four sessions of 90 minutes each, where they were able to: 1) reflect on mathematics teaching practices based on problem-solving and 2) apply mathematics teaching strategies based on problem-solving.