Resumo

LEGUIZAMON ROMERO, José Francisco; JIMENEZ ESPINOSA, Alfonso  e  CHAPARRO CARDOZO, Arley Zamir. Didactic tendencies of some university mathematics teachers. Prax. Saber [online]. 2020, vol.11, n.26, e11040.  Epub 25-Fev-2021. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v11.n26.2020.11040.

The article presents an analysis of the teaching work of teachers of the Degree in Mathematics of the Pedagogical and Technological University of Colombia, which can be considered as a starting point to improve classroom practices. The theoretical approach is that of class models proposed by Porlán, complemented by Piaget's classical constructivism, Vygotsky's socio-cultural approach, and Bruner's interactionism. The research methodology is mixed, with a descriptive scope. The instruments used to collect information were questionnaires and unstructured interviews. The results show that most of the teachers who participated in the research: design their classes based on operational objectives; assess through the application of objective tests, posed especially as guides; and consider that learning occurs through a progressive process of concept assimilation. According to the aforementioned, it is evident that the characteristics of teachers' practices are associated with a technological didactic tendency.

Palavras-chave : mathematics education; university teacher; teaching tendencies.

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