Idoneidad didáctica de lecciones de proporcionalidad de libros de texto: una experiencia de análisis con maestros en formación

Abstract

We describe the design, implementation, and results of a training experience with future teachers aimed at fostering their reflective competence on teaching and learning processes. Participants were asked to analyse a proportionality lesson, using a guide based on indicators of didactic suitability according to the Onto-semiotic Approach. The evaluation of the analyses elaborated by the future teachers allows us to detect deficiencies in mathematical and didactic knowledge about proportionality that prevent an adequate interpretation of the indicators and a correct evaluation of these on the lesson. We propose strategies to be considered in new training interventions to overcome these difficulties.