Teacher training for mathematics education in and for diversity

Abstract

This communication aims to present a research based on a process of teacher training in mathematics education that addresses populations with cognitive impairment (Down Syndrome), auditory limitation or low vision, and deaf or hard of hearing. Teacher training is theoretically assumed from the ontosemiotic approach (Godino, Batanero and Font, 2007); The Learning Paths (Clements and Sarama, 2009 and Simon, 1995); The registers of semiotic representation (Duval, 2004); The didactic situations (Brousseau, 2004), and the didactic knowledge of the mathematical content of populations in cultural contexts (Shulman, 1986). The methodology is qualitative interpretive, (Medina and Castillo, 2003), because it is a method to observe behavior of teachers and students, the study was conducted with a group of 25 professionals and support teachers, through a process of action research, For which a plan, action, observation and reflection of the research was designed. The results provide an insight into the degree of motivation generated in the professionals who care for these populations, and on the other hand, offer them tools so that they can facilitate the learning of these students and thus achieve a mathematical education in and for diversity as a gateway entry to inclusive education.