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In 2018, the journal Uniciencia began an evaluation process on the number of papers received and evaluated, and the evaluation and editorial stages, with a view to assessing its periodicity in the light of current international requirements. Technical and administrative consultations were carried out with different instances such as the Faculty of Exact and Natural Sciences, the Vice-Rectory of Research, the Publications Department of the Universidad Nacional (UNA) in Costa Rica, the journal management consultancy of the UNA and other universities, as well as national and international accrediting agencies (Latindex, Redalyc, Scielo and Scopus Elsevier), among others. It is with great pleasure and pride that, as a result of this evaluation and the suggestions of the entities involved, on 27 November 2020 the Editorial Committee of the journal Uniciencia unanimously agreed to change the periodicity from biannual to a continuous publication model, starting with the publications of 2022. Thus, during 2021, a transition process will be carried out in which the current periodicity will be maintained. Adopting this model in a formal way is innovative and is a huge step and challenge for this publication. It is worth noting that the main objective is to manage a journal with greater impact and greater dissemination at national and international level, and whose purpose is to provide the most benefit to our readers, authors and, in general, to our society. En 2018, la revista Uniciencia inició un proceso de evaluación sobre la cantidad de trabajos recibidos y evaluados, y las etapas de evaluación y editoriales, en miras de valorar su periodicidad a la luz de las exigencias internacionales actuales. Se realizaron consultas técnicas y administrativas a distintas instancias como la Facultad de Ciencias Exactas y Naturales, la Vicerrectoría de Investigación, el Departamento de Publicaciones de la Universidad Nacional, la asesoría en la gestión de revistas de la UNA y de otras universidades, así como a entes acreditadores nacionales e internacionales (Latindex, Redalyc, Scielo y Scopus Elsevier), entre otros. Con enorme gusto y orgullo comunico que, como resultado de esta evaluación y las sugerencias de los entes involucrados, el 27 de noviembre de 2020 el Comité Editorial de la revista Uniciencia tomó el acuerdo, de forma unánime, de realizar el cambio de periodicidad de manera semestral hacia el modelo de publicación continua, a partir de las publicaciones de 2022. Así, durante 2021 se realiza un proceso de transición en el que se mantiene la periodicidad actual. Adoptar este modelo de manera formal es innovador y es un enorme paso y reto para esta publicación. Valga señalar que el objetivo principal es gestionar una revista con mayor impacto y de mayor divulgación a nivel nacional e internacional, y cuyo fin es dar el mayor beneficio a nuestros lectores, autores y, en general, a nuestra sociedad.

The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

International audience; The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second year of initial training (preservice) at the Universidad Nacional, from the TPACK model perspective, on the subject of functions. The research has a qualitative approach with an interpretive hermeneutical stance. A sample of 27 teachers in training who were enrolled in courses related to the three base domains of the TPACK model (pedagogical, technological and content of quadratic function) during the first semester (I cycle) of 2020 was used. Three instruments with situations involving the quadratic function were created to determine students’ knowledge. They were also asked to design their own situation to teach an element linked to this topic, which was then shared and evaluated by their peers. The results show that participants possess instrumental dominance over the basic forms of knowledge underlying the model. It is concluded that, although participants have already experimented in courses related to these forms of knowledge, there is insufficient evidence to ascertain that their current knowledge would allow them to integrate technologies as a didactic resource within the teaching of the subject of quadratic function.

Resumen Valorar la práctica docente es una tarea necesaria para mejorar los procesos de enseñanza y aprendizaje. El propósito de este estudio es analizar las valoraciones que realiza una docente de Matemáticas en servicio al observar en video la clase que implementó al enseñar el tema de función logarítmica en cuarto año de Educación Secundaria. Para esto, se realizó un estudio de casos con observación no participante. El diseño de investigación responde a un estudio de caso enmarcado en el Enfoque Ontosemiótico del conocimiento y la instrucción matemáticos. Dos protocolos de investigación fueron aplicados: 1) un análisis experto basado en el enfoque indicado para determinar prácticas, procesos y objetos matemáticos, y 2) una valoración de idoneidad didáctica. Las valoraciones realizadas fueron clasificadas a través de los criterios, componentes e indicadores de idoneidad didáctica propuestos por el modelo de Competencias y Conocimientos Didáctico-Matemáticos. Los análisis realizados muestran que las valoraciones de la docente enfatizan los criterios epistémico e interaccional y que tales valoraciones pueden ser clasificadas y organizadas mediante los criterios de idoneidad didáctica, sus componentes e indicadores. Además, la metodología empleada ofrece un aporte para los profesores que deseen reflexionar sobre la instrucción matemática que realizan y puede permitirle reconocer elementos y temas de mejora en su práctica educativa. Abstract Evaluation of teaching practice is a necessary task to improve the teaching and learning processes. The purpose of this study is to analyze the assessments made by a Mathematics in-service teacher when she observed a video recording of a class in which she taught students about the logarithmic function in the fourth year of Secondary Education. To do so, a case study with non-participant observation was carried out. The research design is a case study using an Onto-semiotic approach to mathematical knowledge and instruction. Two research protocols were applied: 1) an expert analysis based on this approach to determine mathematical practices, processes and objects, and 2) an evaluation of didactic suitability. The assessments made were classified using the criteria, components and indicators of didactic suitability proposed in the Didactic-Mathematical Knowledge and Competencies (DMKC) model. The results show that the teacher’s evaluations emphasize epistemic and interactional criteria and that such evaluations can be classified and organized using didactic suitability criteria, and their components and indicators. In addition, the methodology applied is useful for teachers who wish to evaluate the mathematical instruction they provide, and can allow them to recognize elements and topics for improvement in their educational practice.

Poder realizar una reflexion de lo que ocurre en la clase de matematica es una competencia que debe poseer el profesor en servicio. Esta actividad de reflexion es compleja y mas si no se cuenta con una estructura que permita ordenar y seleccionar la informacion que podria ser relevante. En este taller se propone una serie de actividades vinculadas con la observacion de episodios de aula y posibles estrategias para realizar un analisis didactico. En general, se espera que el participante conozca algunas herramientas del Enfoque Ontosemiotico que podrian permitir un analisis de las situaciones que se presentan.ISBN: 978-9968-9661-5-3 Para referenciar este trabajo en APA 6:Morales-Lopez, Y.; Araya, D. y Font, V. (2017). La nocion de idoneidad didactica como herramienta para la reflexion de la clase de matematica. En Y. Morales-Lopez, M. Picado, R. Gamboa, C. Martinez, M. Castillo y R. Hidalgo (Eds.), Memorias del VI Encuentro Provincial de Educacion Matematica, Costa Rica, 2017 (pp. 49-51). Heredia: Universidad Nacional. DOI: http://dx.doi.org/10.15359/epem.6.13

This chapter begins with a brief description of the Costa Rican education system and the stages of its historical evolution and ends with a consideration of the strengths, weaknesses, threats and main challenges currently faced by Costa Rica in its quest to improve the quality of Mathematics Education. The initial preparation of Mathematics teachers for elementary and secondary education will be described with an indication of the main characteristics of the institutions that provide the preparation and the corresponding programs of study. Elements of continuing professional development in the country will be mentioned and a review of Mathematics Education research in Costa Rica will indicate an important strength in possibilities for improving the teaching of Mathematics in this country. A profound reform of the school Mathematics curriculum approved in 2012 will also be described. It is a curriculum that utilized results from important international research and experiences in Mathematical Education with national goals to build higher cognitive capacities in this discipline. The new curriculum and its implementation (in an ambitious and bold project) has significantly affected the teaching practice in Costa Rica classrooms and the in-service professional development of teachers of Mathematics, and, also has served as an obligatory reference for change in initial preparation programs (that the majority of universities preparing teachers have begun to incorporate). In particular, the close connection between the development and success of this educational reform, and the national research efforts in Mathematics Education and the relevant international backing that the process has received will be highlighted.

El objetivo de esta investigación fue determinar el conocimiento de docentes en formación, respecto a la caracterización de un buen ciudadano, al generar reflexión sobre el concepto de ciudadanía a través de actividades vinculadas con estadística y probabilidad, y cómo este concepto puede ser desarrollado en la educación secundaria. Las actividades se implementaron durante el I ciclo del 2014 en un grupo de futuros educadores de matemáticas de la carrera Bachillerato y Licenciatura en Enseñanza de la Matemática de la UNA en Costa Rica. Los profesores en formación mostraron algunas debilidades conceptuales que les restringió crear actividades más sofisticadas para enseñar los temas y promover ciudadanía en los estudiantes de secundaria.

El propósito de este trabajo es brindar una perspectiva sobre los entornos y enfoques asociados a la enseñanza de las ecuaciones diferenciales y establecen ciertos argumentos sobre la relación entre estos enfoques y las posibles problemáticas relacionadas al aprendizaje de este tema. Para esto, en este artículo se muestra el análisis de la información obtenida de cuatro grupos de estudiantes durante el un periodo del 2009 de los cursos de Ecuaciones Diferenciales de tres carreras en diferentes universidades de Costa Rica.

This article seeks a rapprochement towards what should be the technological competencies that must be present in the curriculum of future teachers in Mathematics. To do this, it analyzes different proposals, both local and international, about the implications of technology in our reality and, based on this, it is intended to provide the reader with an overview on such competencies. En este artículo se pretende un acercamiento hacia cuáles deben ser las competencias tecnológicas que deben estar presentes en los currículos de los futuros docentes en matemática. Para esto, se analizan distintas propuestas, tanto nacionales e internacionales, sobre lo que significa la tecnología en nuestra realidad y, con base en esto, se pretende ofrecer al lector una panorámica global sobre este tipo de competencias.

El objetivo de este documento es poner en evidencia el fundamento matemático involucrado en la aproximación de la función error. Una propuesta diseñada bajo aproximaciones a las series de potencias, la aproximación del número π por Gauss y la aproximación a la raíz cuadrada por el método numérico de Newton - Raphson.