Referentes curriculares con incorporación de tecnologías para la formación del profesorado de matemáticas en y para la diversidad

Abstract

We present the second edition of this document to professors and students from Faculties of Education in the areas of mathematics, and computer science or systems engineering, as well as to Ibero-American Faculties of Education and Ministries of Education. Our aim is to showcase the outcome of extensive discussions, reflections, analyses, and collaborative work that led to the need for consensus-based curriculum guidelines for teaching and learning processes in mathematics for Latin America and the Caribbean. Additionally, this document seeks to disseminate guidelines for designing guides on the proper use, utilization, and development of NIC (New Information and Communication Technologies) as support in teaching and learning processes within diverse contexts. These guidelines are based on defined references, organized around three fields of teacher training: education, pedagogy, and mathematics didactics; three structuring fields of school mathematics: quantity, form, and magnitude; and teacher training for two fundamental school levels: primary education and secondary education. The first part of the document provides a description and contextualization of the challenges involved in constructing these guidelines. The second part presents the recognition of diversity, specific didactics, technology, and their relationship with mathematics teacher training as cross-cutting themes for the curriculum guidelines. Following this, the curriculum guidelines are presented, taking into account the aforementioned training fields. The last part offers instructions for the use of these guidelines by three types of institutions and groups within the educational system involved in mathematics teacher training (the CAM Community). We hope that the results will benefit all individuals with diverse educational needs (NEED)—including those with hearing and/or visual impairments, indigenous populations, those in situations of economic and social vulnerability, and educational students and organizations—who will see their participation options in teaching and learning processes increased.