El uso del caso didáctico como estrategia para la formación de docentes de ciencias experimentales

Abstract

One of the purposes of teaching mathematics is to solve problems and make decisions in everyday life. The main objective of this study was to determine the effectiveness of the application of a didactic case to solve a type of problem associated with definitions, conceptual applications, strategy resolution and decision-making, within the framework of teacher training processes. The scope of the process includes reflection on the theory of teacher training and the contribution to solving the problem nucleus of training: analyzing teaching strategies and techniques in indicated contexts and specific educational situations. The methodology used was qualitative through the observation, analysis and systematization of experiences through the use of geometric, analytical, dynamic and algebraic elements; and the use of mathematical concepts such as: differentiation, tangent, absolute value, etc. The results obtained indicate that the effectiveness of the didactic case as a didactic technique for teacher training processes and for subsequent theory-practice reflection is high. It concludes by recognizing the importance of diversifying didactic strategies in teacher training and projecting the use of the didactic case as an interdisciplinary and integrating work element of the different training subjects.