Leading teachers who promote math learning

Abstract

The theoretical references that underpinned a proposal for teacher training of large-scale math teachers are presented, through a diploma course aimed at teachers in primary education service, oriented in the mathematical competences for teaching, of the Republic of Panama. The theoretical framework built for this purpose, is based on various theoretical perspectives and theoretical constructs, framed in the discipline of mathematical education; on the one hand, the importance of the use of conjectures in the class of mathematics was considered to justify the solution of problems during class; on the other hand, perspectives emanating from academic leadership that should be encouraged in the training of teachers in service were considered. In addition to the above, the theoretical perspective known as the OntoSemiotic Approach (OSA) was considered, which was the one that allowed to analyze the teaching activity of the participating teachers. The results obtained from the analysis, which are briefly mentioned in this work, suggest that the accompaniment to math teachers, by teachers with a high mastery of experts, allows their teaching empowerment to conform as academic leaders in their workplaces.