Caracterización de las competencias matemáticas en la iniciación a la práctica reflexiva de profesores de educación básica primaria del Instituto Técnico Ambiental San Mateo de Yopal, Casanare

This undergraduate work was developed under the qualitative approach, with the intention of characterizing the mathematical competences from the collective reflection in a group ofteachers of the basic primary of the ITA; From the theory of reflexive practice developed byPerrenoud (2004), who provided elements to understand teacher training, especially lifelonglearning.For this purpose action research was proposed as a design for the study of a social situation,in this case the reflection on the teaching practices of teachers. The action plan had two phases: todesign and validate a didactic sequence for the development of competences, being an input tocarry out the second action, the collective analysis of the practice to reflect on the characteristicsof the teaching processes that favor the development of Mathematical skills. From the resultsobtained, a proposal of intervention for the permanent formation of the professors is developedthat promotes the resignification of the practices of Teaching and of Learning and allow for thefuture to form and to transform the ITA. It was on this last one where the collection and analysisof the information was carried out.With the analysis of data it was possible to see that the teachers reflect on the action and onthe same, which favored the initiation to the reflexive practice and a progress in thecharacterization of the planning and management of the teaching and learning of themathematical competences.Keywords: mathematical competences, didactic sequences, didactic transposition, reflexivepractice, planning and managemen