Analysis of Teaching Practices in Mathematics and Language Teachers of Public Institutions in Valledupar

Abstract

This article underscores the importance of teaching practices in mathematics and language teachers as a fundamental tool that goes beyond writing simple numbers and formulas on a blackboard. Their objective is to analyze the teaching practices of mathematics and language teachers in Valledupar. When identifying the methodologies used by teachers in the teaching of mathematics and language in current education and when analyzing their effectiveness, it is observed that, in the classroom, a traditional approach that hinders students' deep and meaningful learning continues to predominate. Despite the fact that teachers are aware of innovative methodologies, there is resistance to change due to factors such as lack of resources, training and institutional support.

This qualitative, descriptive, non-experimental research is based on semi-structured interviews and observations; A sample of 10 students and 15 teachers from 5 public institutions of Valledupar - Cesar was taken, where the great knowledge of teachers about innovative tools that come before their usual pedagogical practices was evidenced, a continuous improvement in the teaching work is proposed, where active tools are involved with the intention of promoting skills and abilities in students,  that help them improve their quality of life. It is based on pedagogical theories such as the processes of mathematical thinking from the initial age of Margarita Marín, the significant learning of David Ausubel, the flipped classroom of Ana Elena Coto, the STEAM approach of Chris Beers and the logical, social and critical thinking of Clavijo and Fresneda, a call is made to educators to imagine the teaching of mathematics.