Procesos interpretativos y conocimiento profesional del profesor de matemáticas: Reflexiones desde la perspectiva de la enseñanza como diseño

Abstract

In this paper we illustrate a way of using the notions of “reflection-on-action” and “teaching as design” (Schön) to analysis of mathematics teachers interpretative processes. These processes are key aspects to understand the teacher´s practice and professional learning(professional development and the generation of professional knowledge). Finally, we pose some reflections in relation to new aspects of the research agenda for professional knowledge and instructional practice.