Three experiences of professional development: the case of the introduction of algebraic functions

Abstract

The most important professional competences for the mathematics teacher are: planning, developing and evaluating teaching-learning activities. However, to develop them in a systematic and reflective way, teachers must know tools, procedures and principles based on Mathematics Didactics. This work describes three professional development experiences carried out by a future teacher of mathematics. The first consisted of adopting the theoretical methodological framework of the didactic analysis to organize, systematize and sustain the design, development and evaluation a Didactic Unit for the teaching of the mathematical school content "introduction to the algebraic functions" in the High School. In second, observe an expert math teacher from the High School. Finally, based on the two previous experiences, redesign the Didactic Unit. The results support that promoting theoretical and practical practices with the support of the didactic analysis can support the mathematics teacher to develop knowledge and skills for the design, developing and evaluation of a class.