Training math teachers in Panamá: A mixed research
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Abstract
The results of an evaluation process of a degree in teaching strategies implemented with elementary
school mathematics teachers in Panama are presented. The degree course involved activities developed over 4
months, based mainly on the problem-solving approach, contextualized activities and processes of reflection on
teaching practice. The purpose was to provide teachers with tools for the design, implementation and
improvement of their didactic sequences. To evaluate the impact of this degree, the logical model of evaluation
was used and the results were analyzed in quantitative and qualitative areas. As a general result, reflective
processes were presented and teachers were able to evaluate their teaching abilities, as well as their attitudes and
motivations regarding mathematics teaching, strengthening their disciplinary knowledge and didactic reflection.
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