IMAGINARY AND REPRESENTATION OF THE MATHEMATICS TEACHER WITH A FOCUS ON DIDACTICS FROM AN INTERPRETATIVE PERSPECTIVE

Abstract

This article is presented from the configuration of the imaginary and representation of the mathematics teacher with a focus on didactics from an interpretative perspective. The information that is externalized was collected in documentary form, resorting to a methodology of analysis and interpretation of content. As a reflection, it refers to the fact that the representation of the teacher is based on a teaching influenced by the curricular theoretical formats and although the teachers in this area handle knowledge and concepts of mathematics, it is denoted that their representation is far from knowing how to teach, since the application of traditional methods prevails.  and although reference is made to the development of a didactics based on constructivism, due importance is not given to technological resources and strategies that correspond to the new STEM approach, currently configured as a transcendental teaching element current in various contexts of the world and although in the Colombian scenario it is already beginning to be enunciated as a resource in the mathematical area, it is not fully activated in a transcendental way as part of the A generation of learning different from the traditional one, enunciating itself as a latent weakness for students and consequently that has repercussions on the imaginary and representation of the teacher.