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Teaching competencies for the evaluation of the mathematics teaching-learning process: empirical assessments and opportunities for improvement

Abstract:

Introduction: The study aimed to identify the opinions of university professors who teach Mathematics Didactics regarding the training of General Basic Education teachers in the evaluation of the teaching-learning process in Mathematics. Methodology: Interviews were conducted with university professors to gather their perceptions about the evaluative competencies developed in initial teacher training. Results: Professors acknowledged the importance of evaluation and noted progress in understanding metaevaluation; however, significant shortcomings were identified in information gathering, contextualization, and the formulation of informed evaluative judgments. Discussion: The findings highlight the need to strengthen teacher training in more comprehensive, contextualized, and objective evaluative practices, which are essential for improving the quality of the educational process. Conclusions: It is concluded that it is relevant to implement training programs that include specialized workshops in data analysis, context-adapted evaluation methodologies, and strategies for the formulation of well-founded evaluative judgments, to optimize assessment in the teaching of Mathematics in General Basic Education.