Desarrollo de la Competencia de Valoración de la Idoneidad Epistémica Mediante el Análisis de Videos Educativos en la Formación de Profesores de Matemáticas

Source abstract

This article examines the development of competence in assessing epistemic suitability among 11 prospective secondary mathematics teachers. To this end, a training cycle was implemented in which participants analysed a video addressing the concept of the differential of a function, applying content-specific epistemic suitability criteria grounded in the Onto-semiotic Approach. A qualitative, descriptive methodology was adopted, focusing on the analysis of participants’ written productions across four categories: identification of mathematical practices, identification of mathematical objects, degree of adequacy of the evaluations, and proposed improvements. The results indicate that the combination of content-specific criteria and prior instruction facilitates a shift from general evaluations toward more critical and well-founded analyses, characterised by the explicit identification of mathematical practices and objects linked to the partial meanings of the differential. Furthermore, the findings highlight the potential of this approach to identify epistemic conflicts and to inform improvements in teaching processes, although difficulties in recognising certain complex mathematical processes persist. It is concluded that guided analysis of educational videos, supported by specific epistemic suitability criteria, constitutes an effective tool for strengthening professional competence in initial mathematics teacher education.