Competency assessment for the management of the teaching process of mathematics development in teachers in training

Abstract

In the context of teacher training, the development of competencies to lead a teaching-learning process in Mathematics—as an essential content of the subject Didactics of Mathematics Teaching taught in the Blended Course format of the Bachelor's Degree in Primary Education—presents itself as a challenge, particularly considering the need to introduce competency-based training in contrast to the existing traditional model based on objectives and professional skills. This work aims to propose a diagnostic framework to deepen the development of the competency for leading the teaching-learning process (TLP) in Mathematics among preservice teachers of the program, as a basis for designing an elective program that promotes competency development, mediated by the developmental approach to the teaching-learning process adopted by the Cuban primary education system. The proposal is grounded in a methodological approach based on the analysis of training needs. The methodological triangulation of instruments derived from the operationalization of the analysis category reveals existing shortcomings in the use of productive methods, with a recurring reliance on traditional approaches that limit cognitive development and the ability of students to apply knowledge in new situations, design activities that encourage critical thinking, and foster motivation.