Self-management of learning of the pre-university math teacher in the Contramaestre municipality

Abstract

Introduction: The article aims to structure a methodology for self-management of learning for pre-university Mathematics teachers. It focuses on alternatives to generate a grounded performance of a situated nature and addresses a conceptualization that supports stages, procedures, implementation rules, evaluation and recommendations. Materials and methods: It uses a qualitative methodological strategy with ethnographic methods that synthesize the essential aspects. Results: The main result is the creation of pedagogical conditions for the teacher to reach a level of autonomy that allows him to self-manage learning, participate in the solutions of his problems and his students and achieve the desired teacher professionalization. Discussion: The proposed methodology specifies and modifies the professional work of the Mathematics teacher in favor of the improvement of the teaching and learning process of the subject. The strategy used shows the recognition of the relevance, feasibility, validity and coherence of its constituent elements; as well as the foreseeable impact of the same in a localized and personalized application, which also illustrates the possibilities of transfer to other institutions with similar characteristics in conditions and problems in the learning management of the Mathematics teacher at the pre-university level. Conclusions: The results obtained are satisfactory, they showed objective evidence in favor of the validity of the proposal, reflecting the favorable influence of the application of the referred methodology in the formation of the self-management of learning of the Mathematics teacher at the pre-university level.