Formación continua: escenario para el fortalecimiento de las competencias matemáticas en los docentes del ciclo I.

The present research was meant to understand the consolidation of the mathematical competence of the elementary teachers at cycle 1 of Juan José Rondón IED from the scenario of continuous training. The paradigm of study was sociocritical. The approach was qualitative with a modality of research action participation. The sample was made up of five teachers from cycle 1 of the institution. They were used as instruments the direct observation in the classroom that contains 14 items grouped in 3 moments: beginning, development and closing; and the interview that contains 10 questions. The results allowed to characterize the pedagogical practices of the teachers of the IED Juan José Rondón. In addition, the results of the ISCE in the last 4 years were used as a reference. From the findings you can draw the conclusion that although it is true that there are many factors that can influence the students ‘academic performance and their competence development, the teacher´s profiles and their pedagogical knowledge are considered relevant too in the acquisition of the same ones inside and outside the classes.

• Autores: Marín Pereira, Arístides Manuel; Cañizares Jaramillo, Orlando Antonio
• Fecha de publicación: 2020
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/6416
• Acceso en línea: https://hdl.handle.net/11323/6416; https://repositorio.cuc.edu.co/
• Palabra clave: Math skills; Continuing education; Didactic interaction; Pedagogical knowledge; Pedagogical practices; Competencias matemáticas; Formación continua; Interacción didáctica; Saber pedagógico; Prácticas pedagógicas
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International