Analysis of the Guidelines Governing the Teacher's Practice in the Teaching of Derivatives in Basic Sciences in Engineering Careers

Abstract

The objective is to infer the criteria that guide the teacher's practice to explain mathematics in engineering careers, in particular, to explain derivatives. It is a qualitative research that seeks to understand the teaching of mathematics through the analysis of a teacher's practices and his reflection on them, which was selected as a case study. Based on the didactic suitability criteria, a questionnaire was designed to interview him and the criteria he follows in the design and implementation of his classes were inferred, the same ones that were videotaped; then the triangulation between what he says and what he does was carried out. This teacher is guided by the ecological criteria (syllabus) and interactional (teamwork), although according to him it is, above all, the cognitive, the mediational and the ecological (future profession) those that guide his practice. The criteria that guide his practice explain why the basic science classes in engineering are being implemented in an expository and procedural way, and why innovations are not incorporated.