Fomento de habilidades en la formación inicial de profesores de matemáticas para el siglo XXI

Abstract

The main purpose of this research study is to promote the development of three 21st-century skills (HsXXI) by creating a course for the initial training of mathematics teachers at a Chilean university. The course is designed by using two theoretical perspectives, the socio-epistemological theory of educational mathematics and the appropriation of meaning theory, highlighting the role of both the modifications in the students’ school mathematical discourse and the dimensions of the appropriation of meaning. The results show, in the works of the participants, the presence of that role and the dimensions of critical thinking reported in the literature. The course promotes the development of the 21st-century skills, particularly critical thinking, through the structure and activities proposed. It is concluded that the theoretical perspectives adopted contribute to this development.