Valoración de idoneidad didáctica en la enseñanza de las fracciones algebraicas: un estudio de caso en la nación WAYUU

Abstract

This research aims to analyze the assessments of the instruction process of a practicing teacher within a Wayuu community, through the analysis of three videos in three class sessions when he teaches algebraic fractions in eighth grade; where the own design of the Ontosemiotic Approach of knowledge and mathematical instruction (EOS) was implemented, for this, assessments were made according to the components, indicators and criteria of didactic suitability of mathematical didactic knowledge. On the other hand, the methodology used offers a contribution to practicing teachers so that they reflect on their instructional process when teaching mathematics, recognizing high, medium and low didactic suitability, where their main purpose is the constant improvement of their educational practice. Within the results, it is evident that the epistemic, affective and ecological criteria have a low suitability; in contrast to the cognitive, mediational and interactional criteria.