Didactic Units: Towards an assisted teaching of Mathematics

Abstract

The learning of the mathematics has proven to be a fractious problem in the didactical-pedagogical ambit. This perception depends in a high extent to the student’s performance and the teacher’s pedagogical work. Several studies have demonstrated the existence of a series of factors that difficult the teaching-learning process of this subject. This essay gathers vital aspects to take into account when preparing and developing our practices as mathematics teachers. Through document revision and reflection, we highlight the need to generate changes in the learning-teaching processes of the mathematics, this from an approach that empowers the contextualization of contents, and hence, the mathematical immersion.