TEACHING MATHEMATICS IN PRIMARY BASIC EDUCATION: TEACHER TRAINING IN NORMAL SCHOOLS AS A FOUNDATION FOR MEDIATING PEDAGOGICAL PRACTICES

Abstract

The teaching of mathematics in primary basic education transitions from the development of critical, reflective, and logical thinking to the development of competencies in students that allow them to understand and transform each of their problems, where the teacher acts as a guide and promoter of meaningful learning. From the perspective of pedagogy, mathematics didactics, and teacher training, it is argued that the teaching of mathematics in primary education is not a disciplinary issue nor a matter of conventional methods, but rather about training teachers capable of transforming mathematical knowledge into contextualized and socially significant learning situations. For this reason, the present scientific article seeks to reflect on the importance of this teaching and how the training of teachers in the Normal Superior Schools of Colombia is the foundation for pedagogical practices to be mediators and oriented toward the development of competencies. It is concluded that strengthening mathematical and didactic training in Higher Normal Schools is a necessary condition to develop reflective, mediating, and ethical pedagogical practices, thereby contributing to quality mathematics education in primary basic education and improving educational processes in the Colombian context.