Pedagogical practices, affective domain and mathematical processes of mathematics’ teachers in basic education of the establishments of the public sector Práctica pedagógica, dominio afectivo y procesos matemáticos de los docentes de matemáticas en el nivel de educación básica del sector publico.

Abstract

The study of pedagogical practices have allowed to contribute to the teachers’ improvement in the classroom by taking into account the guidelines proposed by the Ministry of Education. However, the reality in different because these improvement have remained in the theories and has not promoted a meaningful change in the way they act. This article is the result of an investigation which had as objective to analyze the pedagogical practices and affective domain on the teaching of mathematics in teachers of basic education, and in particular to investigate on the presence of the mathematical processes proposed by the Ministry of National Education of Colombia. The participants who were teachers of mathematics participated in semi-structured interview. These instruments were applied focused on the qualitative method and the hermeneutics such as research approach. For the analysis, the author applied the codification and Atlas.ti software such as technique in order to create reliability and validity in this paper.  The instrument results were compared with the guidelines and mathematics curricular standards proposed by the Ministry of Education. Bearing in mind above, the researcher inferred that although the teachers used some information from the Ministry of Education, they might need to innovate the pedagogical practices taking into account the curriculum gave by the ministry.