Mathematics teaching practice: a teaching experiment with Colombian Teachers in training

ABSTRACT This paper reports a research developed during teaching practices in initial training of mathematics teachers, in which it is promoted systematic processes of reflection, committing, therefore, to initiate the future teachers of mathematics in their professional development. For this purpose and using the paradigm of design research, a teaching experiment was conceived in the context of a teaching practice course in the final semester of a bachelor's degree program in mathematics in Colombia. It is informed about the phases of the experiment, being explained the successes and adjustments in the formative design during the intervention; following the sequential analysis, it is described features that characterize the evolution in the dimensions of reflection and professional knowledge for a particular case of the formative process.