Una mirada de la formación del docente de matemáticas desde la complejidad

Abstract

OBJECTIVE: reflect on the factors associated with the training of mathematics teachers that strengthen them to face educational complexity. METHOD: a reflection was carried out on the curriculum of the Secondary Education Teachers' career with a specialty in Physics and Mathematics of the Secondary Education Teacher Training School [EFPEM] of the University of San Carlos of Guatemala. RESULT: it can be observed that the academic load is biased towards the training of the mathematics specialty, and this is a factor associated with the training of this teacher being specific, which is why it is not considered holistic. The training of mathematics teachers at the school in question presents general training courses with relatively low frequency depending on the total load in the study curriculum, so a more in-depth review is required to establish whether the courses were and within specific training they are functional to respond to educational complexity. UNFINISHED REFLECTIONS: The review leads us to reflect on the opportunity within the study curriculum of this degree to be addressed from a complexity approach; courses such as Philosophical Culture, History of Guatemala, Research Techniques, among others, should be explored from complex thinking, on the other hand, Mathematics and Physics itself must generate a space for reflection of complex systems applied in these areas to be visualized in socio-educational aspects.