Toma de decisiones en el aula: estudios de caso de profesores de matemáticas.

Abstract

Teacher decision making is an important research focus of teacher cognition. In this article, we present evidence, through a case study of three mathematics teachers of how a teacher decision-making model allows us to describe this process based on five elements: unexpected situation, the purpose that the teacher formulates, the options considered, the assessment and selection of an option, and the sequence of actions. We found that we were able to interpret all the situations analysed based on the model and we consider that it can be used in studies characterizing the decision-making processes of teachers in these situations.