Evaluation by a teacher of the suitability of her mathematics class

Abstract

Evaluation of teaching practice is a necessary task to improve the teaching and learning processes. The purpose of this study is to analyze the assessments made by a Mathematics in-service teacher when she observed a video recording of a class in which she taught students about the logarithmic function in the fourth year of Secondary Education. To do so, a case study with non-participant observation was carried out. The research design is a case study using an Onto-semiotic approach to mathematical knowledge and instruction. Two research protocols were applied: 1) an expert analysis based on this approach to determine mathematical practices, processes and objects, and 2) an evaluation of didactic suitability. The assessments made were classified using the criteria, components and indicators of didactic suitability proposed in the Didactic-Mathematical Knowledge and Competencies (DMKC) model. The results show that the teacher’s evaluations emphasize epistemic and interactional criteria and that such evaluations can be classified and organized using didactic suitability criteria, and their components and indicators. In addition, the methodology applied is useful for teachers who wish to evaluate the mathematical instruction they provide, and can allow