This paper describes the metaphorical approach and how it relates to the development of mathematical thinking, to make improvements in the training of nursery educators. We present an experience with the Shao Yong square, which allows the integration of the metaphorical approach with the development of mathematical thinking, where we study the construction of the concept number with nursery school educators. The proposal highlights methodological strategies and provides as a framework for reading, discussing and pedagogical reflection. Information is provided for innovative classroom teachers of classroom fostering the understanding and teaching of mathematics.

Professional competence development is a current concern of educational systems over the world, usually influenced by the educational practice issues such as cognitive process and students thinking and intended to improve teachers’ curricular education. This paper is aimed at promoting discussion by devising a framework related to the teaching procedures of math. The study was completed by examining Ph. D. dissertation, journal articles and the Ministry of Education directives. The findings lead the author to the conclusion that even though the Dominican Educational System has witnessed significant achievements, there are still shortcomings to be faced, particularly in relation to teachers’ acquaintance with concepts of the didactics of mathematics favoring a dynamic approach to science and teaching.

The article shows the results of a doctoral investigation related to the development of the understanding of the objects of plane geometry by students of Mathematics at the Education major, at the Autonomous University of Santo Domingo (UASD). Its objective is to offer levels of achievement and criteria to evaluate the development of understanding processes of the objects of the plane geometry. There were used different scientific methods and techniques such as framework construction to determine the levels and criteria, and the analysis and synthesis to contextualize them to the didactic demands of Mathematic teachers training.

This paper describes partial results of a research on the understanding of algebraic problems in the secondary level of the Dominican Republic, where the current state of this problem is characterized in public schools in the country with the objective of offering a didactic approach. The research was carried out with the use of methods of the theoretical level, in particular, the analysis-synthesis and the documentary revision, as well as empirical methods. For the characterization, the indicators of teaching planning dimensions, execution of teaching learning the process of the understanding of algebraic problems and analysis of the performance of the students in the understanding of algebraic problems are established. From this characterization, a methodological strategy was designed as a solution to the problem described

The present article describes the results of the analysis of the professional improvement of supervisors of technological schools at the context of their area of performance. The objective of the research is to reveal the features that characterize the processes of orientation and background knowledge, in order to outline a concept of background knowledge tailored to their professional needs. In this sense, an epistemological study was carried out by means of bibliographical and document analysis, which, together with the use of other research methods, allowed the construction of the corresponding framework. The main finding is the systematization providing the essential features of the categories analyzed, as well as the need for a new type of orientation in order to enhance the quality of the training process, which led to the outlining of the features characterizing the need of improvement of these professionals.

This article approaches the process of continuous training of teachers who work at the Nursing major in order to pay attention to the didactic management and the development of research competencies nursery trainees. A framework for devising a strategy of continuous training is constructed; the effectiveness of the strategy was assessed by means of an experimental process.

In Cuba education is considered as social welfare and constitutes one of its fundamental purposes of development, this explains the permanent effort to improve its quality. On the basis of these transformations the curriculum has evolved to meet the expectation of society at each period, such improvement led to include urban issues in the curriculum. This paper is aimed at describing the effect of introducing urban issues into the subject Urban and Architectural Design IV as component of the comprehensive issues. The research was carried out from the perspective of the systemic structural and functional method to achieve a comprehensive approach to the analysis. Observation, field inquires and framework constructions were used as sup porting methods. The main finding is a new subject arrangement coordinating all year subject contribution intended to highlight the relation between the city and the architecture students’ learning process as a professional training.

This paper is aimed at the development of the communication skills of teacher trainees as a component of their professional performance, particularly in socializing with their colleagues, other educational agents, parents and students. A theoretical framework describing specific competences is devised, the focus is centered on the sociocultural dimension and the demands of the school environment. The study goes from a theoretical approach to exploring the actual level of trainees’ communicative competence. The findings illustrate alternatives for fostering communication skills, namely the sociocultural dimension.

The analysis of the curricular design theories shows that the concept of performance has not yet been sufficiently studied; this explains actual inconsistencies in the design methodologies that claim to be focused on professional activity. However, in practice they are focusing professional problems instead, or simply copying other universities curricula without considering the particular country stage of development. Taking Chemical engineers as a referent point, the authors devise a methodolog y of curricular design focused on professional activity leading to the comprehension of this particular engineers ‘performance. The findings result from the application of the functional structural systemic method .

The education of students with behavior disorders a challenge for all the countries, teacher improvement and specialization has been an alternative of the Cuban system of education to face it. The paper is aimed at describing the framework of strategy to train school phycologists to meet the needs of such students. The study starts by identifying their background theoretical and procedural knowledge in the field and issues related to their professional practice. These finding lead to devising a specializing strategy to train psychologist to apply a multidisciplinary approach based on advanced education methodology in their professional performance when interacting and coaching students with behavior disorders.

This paper aims to back up the concept of virtual classrooms in Biology and Chemistry courses as a contribution to the reflective learning of biological contents. Methods of theoretical, empirical and mathematical-statistical levels were used. As a result, five virtual classrooms corresponding to the subjects Microbiology, Zoology I, Zoology II, Ecological Genetics II and Biodiversity were structured. These consist of resources such as files, archives, and URL, as well as different activities (forum, homework, quiz, glossary and Wiki). 133 tasks designed to address shortcomings in learning from the different activities of the virtual environment were developed, in which reflexive, evaluative, interdisciplinary and dialogic aspects prevail. Seminar, practical activities and study guides are also offered to increase the quality in the student’s study activities. The experimental introduction of the proposal in the second, a fourth and fifth year of the course evidences its effectiveness, expressed in reflective nature of learning and the student satisfaction.

The paper describes didactic alternative procedures to the interpretation of the movement of the variable, from three perspectives: the movement of the variable approaching to a straight-line, the movement of the variable to infinity and the movement of the variable approaching a point. In order to obtain the didactic guidelines, a research process was developed from a systemic functional structural approach, applying the method of analysis-synthesis and modeling, having as theoretical references the didactic conception of the tasks for the development thinking in Differential Calculus and The theory of semiotic representations in mathematical activity. To assess the scientific and didactic relevance of the proposal, two workshops were held involving 29 specialists and a survey was applied to the participants. With the results obtained, it was possible to evaluate the acceptance of didactic guidelines in relation to their feasibility, scientific novelty, logical coherence and pertinence with their theoretical foundations, arriving at the consensus of the necessity of a change in the school mathematical discourse in the didactic context of this subject. As conclusions of the workshops, recommendations were made for using new procedures for interpretation of the process of acquisition of resources, the transfer of records and of the process of evaluating hypotheses in the Differential Calculus.