Las Emociones, la Tecnología y la Secuencia Didáctica: Una triada estratégica para definir la docencia en el ámbito de las Matemáticas

Abstract

Pedagogical reflection is a space to rethink pedagogical practice with mathematics education, emotions, and the inclusion of traditional and emerging technologies in the classroom. Merrill's instructional design stands out as one of the models that contributes with pedagogical principles to demonstrate the mathematics teacher's pedagogical competencies using technology. This study aims to understand and respond to the emotional manifestations experienced by mathematics teachers when integrating technology into their practice. The results affirm that teachers show an optimistic predisposition when elaborating on the didactic sequences, where 57% of the emotions are positive. In addition, 48% of the didactic sequences developed include the cognitive skill of “applying”, coinciding with the practical vision that mathematics teachers have from their training.