Teacher professional development towar inclusive mathematics education. A case study

Abstract

The research presents a qualitative cohort methodology in the field of action research, taking into account the four important aspects in it: planning, action, observation and reflection. Considering the training of practicing mathematics teachers towards the perspective of improving teaching work in the face of the diversity present in the classroom, reflective action and critical positioning, recognizing that the ultimate purpose of action research in education is to improve practice, and assuming that: “Schools are seen as an economic foundation for society” (Zeichner and Liston, 2013, p. 12). Thus, Learning Trajectories are implemented as a pedagogical support, based on, according to (Clements and Sarama, 2010), the three parts that comprise it and the structuring of the activities to support each level of thinking and its development” (p. 2). Intending that they be used by teachers as an instrument of validation and analysis, of the progress or difficulties established in the development of mathematical problems and the dynamization of critical competence. Concluding, with the development of a methodological model that configures Inclusive Mathematics Education from the perspective oriented toward more inclusive, democratic, and fair learning classrooms.