Becoming of the path of practice in virtual environments of university professors in mathematics

Abstract

In this article are shared reflections on the re-configuration of the training instances for the teaching practice in Mathematics in the year 2020. The set of University Teachers’ Training in Mathematics careers of the State Universities of Argentina is considered (amounting to 30), counting on the testimony of two thirds of them. The issues of interest revolve around the cognition of similarities as well as differences with respect to the face-to-face classroom, considering the social, technological, institutional issues, as well as the treatment of content. Difficulties encountered in this context are also pointed out and, at the same time, aspects that are considered to be enhancing in respect to what usually happens in the face-to-face classroom. Finally, with a focus on the virtualization process, limitations and possibilities are shared for the framework of the path in question. A content analysis of the responses is carried out, from which it is possible to notice a very heterogeneous and diverse panorama in terms of opportunity or resignation. In this way, it is concluded that this process has led to questioning the training in classroom and re-dimensioning it towards hybrid inverted classroom schemes that mix the usual formats with the new emerging ones.