Una aproximación al conocimiento del contenido didáctico en la formación inicial de docentes de matemáticas: el caso de dos licenciaturas

Abstract

The research scope in initial formation of teachers, in the field of Mathematics education, has become in a vital development object, which has not drawn the attention and it should be priority because of its social importance (Ponte, 2008), especially the constitution of educational programmes in which mathematical, didactical, pedagogical and the articulation into the teaching practices are analysed. This monography tends to bring proposals face to the importance of the didactical content knowledge as the core element that brings the necessary tools for the teacher to design, manage and assess the teaching process in order the mathematical knowledge to be more accessible. In the other hand, it also describes in a general basis, a proposal based on the qualitative analysis to characterise this component in two Mathematics teaching programmes: Bachelor Degree in Basic Education with Emphasis on Mathematics (LEBEM in Spanish) by the Universidad Distrital Francisco José de Caldas and Bachelor Degree in Mathematics (LM in Spanish) by Universidad Pedagógica Nacional, Bogotá, Colombia. These programmes have been accreditated as High Quality programmes by National Ministry of Education.