Formación continuada de profesores de Preescolar y Básica Primaria en una educación Matemática escolar accesible

Abstract

The research provides elements for the characterization of the effects that the incorporation of reflective processes of teachers has on the teaching practices of mathematics in learning environments accessible from a system for the continuous training of teachers. It is situated in a mixed approach that uses systematic, empirical and critical processes for its study from the collection and analysis of qualitative and quantitative data. According to its scope, it is exploratory in nature, where its research objects are systems. The methodological design has two components: a construction structure that is nourished by the science of design applied to education and a validation structure that is nourished by the techniques and elements of qualitative and quantitative research. From which the central research question is addressed: Are the continuing education strategies for teachers that incorporate reflective processes on the teaching practices of mathematics, are they devices for solving problems posed by the inclusion of vulnerable populations in basic education?