FUNDAMENTALS OF MATHEMATICS DIDACTICS IN THE TEACHING PROCESSES

Abstract

Mathematics didactics is based on the idea that teaching is facilitating the construction of meaning. This implies valuing students' prior knowledge and situating new concepts in relevant and functional contexts. Teaching should not be limited to the transmission of rules; it should promote understanding, reasoning, and the ability to transfer knowledge to real-life situations. The foundation is meaningful learning, where mathematical ideas are structured into stable and interconnected conceptual frameworks. In this sense, this article aims to analyze the foundations of mathematics didactics for the development of teaching processes in Colombia. To achieve this, a qualitative methodology will be used, presented as an essay. The expected outcome is that interaction between teacher and student, as well as peer collaboration, facilitates knowledge construction. Within this framework, the curriculum is interpreted as a flexible guide that adapts to contexts, needs, and learning levels. Mathematics didactics recognizes differences in learning styles, paces, and cultural backgrounds. Therefore, it proposes a variety of strategies, resources, and representations to ensure that all students have access to the concepts. Pedagogical differentiation is conceived as a necessary practice to avoid exclusion and promote equity.