Resumen

LEON GOMEZ, Nelly; BARA, Marco  y  AZOCAR, Karlecia. School mathematics planning as a key element in teachers training. Paradígma [online]. 2013, vol.34, n.2, pp.177-200. ISSN 1011-2251.

The main professional competence that math teacher must develop is to be able to efficiently perform the task of teaching the discipline. For this purpose, it is not enough to have a mathematical knowledge at higher level, in addition it is required some skills to plan, manage and evaluate the school mathematical content. This paper focuses on some theoretical approaches that raise options to decide, at the local level of planning, what to teach about a specific mathematical topic and how to teach it, among them: Teaching and Learning Map - MEA- (Orellana, 2002) whose construction is based on an analysis of the content in terms of: mathematics theory, intra and extra math relationship , graphical exploration and calculation, both, manual and using technology, history, and generalizations; and the Didactical Analysis (Gómez, 2002) focused on four different analysis: content, cognitive, instruction and performance, as a conceptualization of the way in which professor should design, implement and assess didactical units. Then we describe some experiences using a MEA over a topic of calculus at the university level and the application of didactical analysis to contents from descriptive statistics in secondary school, which provide satisfactory answers to the questions of "what and how to teach about a school mathematic subject"

Palabras clave : Teacher training; school mathematics planning and didactical analysis.

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