Teaching competence in didactic suitability analysis in future math teachers when planning teaching

La competencia docente de análisis de idoneidad didáctica en futuros profesores de matemáticas al planificar la enseñanza

Preliminary results are reported when analyzing the competences that teachers develop in the formation of a Bachelor of Mathematics program when they carry out lesson plans when teaching mathematics in terms of the teacher's didactic-mathematical knowledge and competencies model. For this, a qualitative research approach and a descriptive-interpretative look are assumed, but guided by the theoretical framework of the Ontosemiotic Approach to Mathematical Knowledge and Instruction (EOS). The analysis shows that future teachers, when planning, assume criteria that can be considered as general, and with a weak relationship in reference to the use of arguments within the framework of the knowledge of the didactics of mathematics and indicating that the doing of the students does not reflects a deep reflection of their teaching activity. Another preliminary result is to recognize that when planning, the teacher in training describes and justifies his actions and decisions, thus evidencing his reflection on the doing that he develops; It is highlighted that such decisions and reasons are implicitly related to the six facets of didactic suitability, ratifying the empirical presence of such facets and their indicators when assessing or taking a position in front of a study process.