La Argumentación Práctica Del Profesorado Cuando Reflexiona Sobre El Diseño, Implementación Y Rediseño De Secuencias Didácticas Interdisciplinares Que Incorporan Las Tendencias Actuales Sobre Laenseñanza De Las Matemáticas

Face-To-Face, But Also In Hybrid Mode (García, Morales, Díez-Palomar, & Durán, 2021) (Including The Current I+D Pgc2018-098603-B-I00 Project), Reaching The Following Conclusion: The Teachers' Analysis And Didactic Intervention Competence Is, Along With The Mathematical Competence, One Of The Principal Mathematics Teachers' Professional Competences And Their Development Affects The Development Of Other Professional Competences (Font, Breda, Díez-Palomar, & Seckel, In Press). Within The Project I+D Pgc2018-098603-B-I00, The Previous Project To The One That We Are Submitting Now (Https://Reflexiondocenteidoneidaddidacticaylessonstudy.Wordpress.Com/), We Had Set Two Different General Objectives: Go1) Design Training Devices Using The Didactic Suitability Criteria (Dsc) And The Lesson Study (Ls) Methodology At The Initial And Continuous Training Of Primary And Secondary Education Mathematics Teachers -In Spain And Latin American Countries- For The Development And Assessment Of The Analysis And Didactic Intervention Competence So That Participants Could Carry Out Teaching Practices Oriented Towards Excellence; Go2) Investigate, Framed By The Training Devices Developed In Go1, How The Analysis And Didactic Intervention Competence Is Set, And How This Development Affects The Performance Of Teaching Practices Aimed Towards Excellence.