Building a Model for Observing the Educational Practice of Mathematics Teachers

This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher's knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.

Automated summary

This study presents a model for observing the educational practice of mathematics teachers, proposing indicators and constructs based on teachers' knowledge and reflection. It aims to help various educational stakeholders focus on improving how students learn mathematics.