Valoración de idoneidad didáctica de un proceso de instrucción del número racional en grado séptimo

Abstract

In this research, the assessment of the didactic suitability of a process of instruction of the rational number in seventh grade, with a teacher from the OEA District College, for this purpose recordings of five class sessions were made in which the teacher addresses the concept of rational number, likewise, the analysis was carried out from the indicators of Didactic Suitability mentioned by Godino in the theory of the Ontosemiotic Approach knowledge and instruction in mathematics (EOS). The methodology used is qualitative, which allows an assessment of the process of teacher instruction. The assessment obtained from the instruction process in general for each suitability were the following: Epistemic Suitability: High, Cognitive Suitability: Medium, Affective Suitability: Low, Interactional Suitability: Low, Mediational Suitability: Medium and Ecological Suitability: Low. These assessments provide important aspects in the individual reflection of teaching practice since it allows improvements and changes to be made with the objective of achieving an ideal teaching-learning process.