Didactic competence for the formulation and problem solving processes

Abstract

Regarding the teaching-learning process of Mathematic in general education in Ecuador, several investigations have been systematized that showed difficulties on many students when solving problems and have revealed the deficit in the didactic management of teachers during the formulation and resolution of problems, for which they must have adequate knowledge, skills, abilities and motivations. These elements constitute the components of the didactic competence of teachers; however, in the Ecuadorian educational system there is no paradigm for the development of competencies from this comprehensive perspective. Therefore, the proposed objective is: To determine the elements and indicators that make up the didactic competence of Mathematic teachers to carry out the formulation and problem-solving processes. For this, a theoretical systematization of the bibliography has been carried out, establishing indicators to assess the components of the studied competence and it has been defined as the synergistic integration of knowledge of Mathematic, skills for the direction of the didactic process, capacities for conducting of teaching tasks and motivations for their competent professional performance, in accordance with the Legal Framework and the established Mathematic Curriculum.