El desempeño de los docentes de matemáticas en contextos desafiantes: estudio de casos

Abstract

The National Institute for Educational Evaluation (INEVAL) applied in 2016 tests of disciplinary knowledge to all teachers in Ecuador through the evaluation of Being a Teacher. This research studied the performance of the best-rated teachers in the area of mathematics in zone 6 that serve socio-economically vulnerable students. The work sought to know how they carry out their pedagogical practice within the classroom, what techniques and resources they use most often to explain the different topics, how is their content management and how is their relationship with the students. The research was qualitative with descriptive-analytical character and with an ethnographic approach. As a result of the present work it was identified that each teacher has a unique and different model that is a mixture of the known models (constructivism, behaviorism, humanism, cognitivist). However, they have in common that they use group and individual work techniques, the masterful presentation on the blackboard and the dialogue with the students, as well as a variety of didactic resources. As a final conclusion, it is established that the teachers observed have an excellent content management, a diversity of teaching strategies and an excellent relationship with the students. The results presented in the paper open a debate about which of the techniques used by teachers working in challenging contexts could be replicated by other teachers in similar contexts