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In this paper we present some operational indicators to assess the theses presented by graduates of the MA in Mathematics Education. The paper presents data from the theses by orientation, by thematic field, and by theoretical framework and methodological tools; and lists the authors most often cited. Using this information, we infer graduates? vision concerning mathematics education; their role as teachers; and the knowledge that various courses have left with them for their professional development. The question this research seeks to answer is: what theoretical framework and methodological tools did students working on their Masters Degree in Mathematics Education use to carry out their proposals for pedagogical intervention in their theses? [ABSTRACT FROM AUTHOR]

In this paper the author presents the results obtained from an exploratory and comparative study on the application of two different ways of structuring the mathematical content in the B.S. program of Agronomy Engineering at the University of Guantanamo. The compared forms were: one consistent with the formal systematization of the exposition of the knowledge already obtained, and the other one based on problem solving. In the verification of the hypothesis the sign test was used. Preliminary results showed that the variant of systemic structuring of knowledge by means of problems has greater effects in the efficiency of the knowledge acquired by the students than the one gained by means of the logic of the exposition of the obtained knowledge. [ABSTRACT FROM AUTHOR]