Área de Formación Docente de la Facultad de Ciencias Exactas y Naturales, Universidad Nacional de La Pampa.
Taking Care of Health Today: Integrated health workshop on addictions, focused on adolescence and its management in the classroom
Addressing addictions during adolescence represents a significant challenge for health promotion due to the interaction of individual, social, and cultural factors that influence patterns of substance use. Identifying adolescents’ perceptions and knowledge constitutes a fundamental starting point for designing contextualized preventive strategies. Within this framework, the objective of this study was to assess adolescents’ prior knowledge about addictions and to implement a comprehensive health education workshop based on the analysis of problem-based cases in order to promote the recognition of problematic substance use and management strategies. The workshop was conducted by students from the Biological Sciences Teacher Education Program within the Health Promotion course at the Faculty of Exact and Natural Sciences, National University of La Pampa (UNLPam). Methodologically, a qualitative approach was adopted through a workshop jointly developed with university teacher-training students and the administration of anonymous structured surveys organized around six thematic areas. The surveys were designed by sixth-year students from Instituto Visión Tecnológica. The sample consisted of 41 secondary school students, aged 16 to 17 years, from Santa Rosa, La Pampa, Argentina. The results revealed that alcohol consumption and cigarette or vaping use were perceived as “very common” by 71% and 83% of respondents, respectively, whereas marijuana use was considered “uncommon” by 54% of participants. Regarding motivations for substance use, social pressure (63%) and the pursuit of entertainment (54%) were the most frequently reported factors. Furthermore, school was identified as the main source of information about substance-use risks (46%). Additionally, 71% of respondents reported knowing young people in their social environment who consume substances, while 46% acknowledged the influence of advertising on consumption behaviors. An identical percentage also recognized the prevalence and negative impact of online gambling in everyday life. It is concluded that the workshop and the qualitative assessment facilitated the early identification of risk factors and strengthened school-based preventive policies within the local community.
Systematization of training experiences: The laboratory as a didactic strategy in the teaching of Natural Sciences
This article systematizes the outcomes of several Continuing Teacher Training (CTT) carried out at the Faculty of Exact and Natural Sciences (UNLPam), aimed at strengthening experimental practices across the initial, primary, and secondary education levels. Based on the analysis of pedagogical reports of courses, the improvement of confidence of teacher as well as persistent challenges linked to undergraduate teacher education and institutional conditions were achieved. Rather than an isolated technique, experimentation is proposed as a transversal axis for developing scientific thinking in schools.
A Silent Threat: Raising Awareness of Noise Pollution through a Physics-Based Educational Proposal
Young people today are constantly exposed to sound levels that are harmful to both their physical and psychological health. The constant misuse of headphones, which has become widespread in our schools, is concerning, or should be concerning, for teaching staff, since it not only causes long-term and irreversible physical damage, but also leads to educational consequences such as stress, anxiety, lack of concentration, and therefore difficulties in learning. Although school policies have promoted awareness of important topics such as Comprehensive Sexual Education (ESI), road safety, and environmental education as cross-curricular themes, within the latter, acoustic pollution has received less attention in schools. The purpose of this article is to encourage and provide teachers with tools so that, through Physics, Physical Chemistry, Biology, or even Music, they can teach and raise awareness among their students about this important issue that affects their lives and harms their health without them being fully aware of it. Teaching students to become aware, and to raise awareness among others, is the first step in fighting this silent threat known as acoustic pollution.
Play as a mediator in the teaching of mathematics: an experience in Educational Practice IV of the Mathematics Teaching Degree at UNLPam
This paper describes and analyzes an educational experience developed in the course Práctica Educativa IV of the Mathematics Teacher Education Program at the National University of La Pampa. The experience focused on the use of games as mediators in mathematics teaching and in the professional development of future teachers. The main objective was to promote reflection on the pedagogical value of games, distinguishing them from playful activities and gamification, while encouraging the design and implementation of game-based resources with clear educational purposes for secondary education. The proposal involved different stages of analysis, discussion, and creation of teaching resources, including mathematical escape rooms, a mathematical rosco game, geometric card games, and a mathematics Jeopardy. The experience enabled participants to identify criteria for selecting and designing educational games and to analyze their potential to foster active participation, argumentation, decision-making, strategic thinking, and the construction of mathematical knowledge. Findings suggest that the educational value of games lies not only in their motivational potential but also in the pedagogical intentionality guiding their use. Furthermore, the experience helped student teachers rethink the role of games in their future teaching practices, recognizing them as a strategy capable of promoting more meaningful, reflective, and participatory mathematics learning.
Boxes, Curves, and Other Polynomial Adventures
The purpose of this paper is to present a classroom proposal implemented during 2025 within the framework of the teaching practicum of the course Educational Practice IV in the Mathematics Teacher Education Program. The experience was carried out with fifth-year students in the Communications track at Ciudad de Santa Rosa Secondary School. This article analyzes the mathematical foundations of the topic addressed, the didactic approaches that support its teaching from the perspective of mathematical modeling and meaning-making, as well as the current curricular guidelines. In addition, contributions from textbooks and research in Mathematics Education are considered in order to provide a theoretical basis for and enrich the implemented proposal.
Teaching Human Reproduction from a Comprehensive Sexuality Education Perspective: Reflections on a Teaching Practicum Experience
Within the framework of the teaching practicum, specifically the Educational Practice IV: Teaching Residency course of the Biology Teacher Education Program, this article revisits and analyzes an educational experience carried out in the Biology course of a third-year class at Juan Ricardo Nervi Secondary School. The teaching proposal focused on Human Reproduction from the perspective of Comprehensive Sexuality Education (CSE), integrating biological content with reflections on adolescence-related changes, consent, fertilization, pregnancy, and the exercise of rights. Through participatory activities, teaching resources, and problem-based learning situations, the proposal sought to promote meaningful learning and encourage the construction of contextualized knowledge. The article describes the institutional context, the instructional decisions adopted, the challenges that emerged during implementation, and the learning experiences of both the secondary school students and the student teacher. Likewise, it reflects on the value of teaching practicum experiences as spaces for the construction of professional identity and highlights the importance of Comprehensive Sexuality Education as a fundamental right of adolescents. The experience demonstrated the relevance of active listening, student participation, formative assessment, and the development of pedagogical relationships as lessential components of effective teaching.
This article was written to present some of the activities that comprised the classroom proposal for the student teaching residency, carried out as part of the Educational Practice IV course in the Mathematics Teacher Training Program during the 2025 academic year. The proposal focused on solving right triangles using the Pythagorean Theorem and the trigonometric ratios sine, cosine, and tangent of an angle. To this end, a review of texts on the relevant content, didactic research on its teaching, and curricular sources related to the proposal was conducted. Finally, a selection of the activities carried out in the classroom proposal is presented, along with an analysis of their implementation, including student records.
Feminist Pedagogies and Extracurricular Academic Spaces in Times of Conservative Backlash: Reading Sara Ahmed
This article narrates and analyses two Extracurricular Academic Activities (EAAs) developed within the framework of Resolution No. 574/2021 of the Faculty of Exact and Natural Sciences (FCEyN) at the National University of La Pampa (UNLPam). The first, conducted in 2024 under the title Workshop: Introduction to a Gender Perspective. Collective Reading of Living a Feminist Life (Sara Ahmed), and the second, offered in 2025 as a seminar entitled Beyond Comprehensive Sexual Education (ESI). Collective Reading: Living a Feminist Life (Sara Ahmed), expanded the educational initiative to include university teachers and graduates engaged in teaching throughout the province. The activities were conducted online. The article reconstructs the political context in which both experiences took place: Argentina in 2024 and 2025, marked by the active dismantling of gender-related public policies. This context provides the rationale for selecting Sara Ahmed’s book as a pedagogical device. The paper describes the design, format, and assessment system of both the workshop and the seminar, and reflects on their implications for teacher education in the Exact and Natural Sciences. Drawing on the practice narrative approach (Suárez, 2007).
Artificial Intelligence in Education: A reflective look
In this article, I present the pedagogical practice developed at the Clemente J. Andrada Secondary School, with an orientation in Natural Sciences, in the Information and Communications Technology (ICT) curricular space, in Santa Rosa - La Pampa, as part of the subject "Educational Practice IV - Residency", of the Computer Science Teaching of the FCEyN. The proposal consisted of implementing a didactic unit on Artificial Intelligence (AI), structured in seven modules, where topics such as algorithms, basic AI processing, ethics, biases and the use of practical Generative Artificial Intelligence (GAI) tools were addressed. The planning was oriented towards active learning through group and individual practical work. The article presents an analysis of the implemented methodology, the resources used, student productions and teacher performance, contrasting them with the theoretical framework. Likewise, the results obtained and future perspectives are highlighted to enrich future implementations.
Integrality as a Training Strategy: Educational Practices inthe Community
Educational Practice III – Biology Didactics, taught during the fourth year of the Biology Teacher Education Program at the National University of La Pampa, emphasizes teacher education from a political perspective, promoting educational decisions based on equity and aimed at improving quality of life. This course seeks to prepare future teachers who are capable of responding to the demands of a democratic and critical school system. Student teachers carry out teaching practice in secondary schools, where they observe classes and design teaching sequences that address contextualized issues from the perspectives of Comprehensive Sexuality Education, Comprehensive Environmental Education, and Human Rights. These teaching practices aim to promote scientific literacy, enabling both future teachers and secondary students to use scientific knowledge when making decisions about relevant real-life issues. The course values the integration between the university and schools, fostering the connection between theory and practice in teacher education. Student teachers record their observations in field notes, relate them to theoretical foundations, and design teaching sequences based on curricular content and motivating problems, using resources and methodologies adapted to each educational context.
Initial Reflection Activity: An Example in Educational Practice with Future Chemistry Teachers
This article shares an experience carried out during the first classes of the course Educational Practice III, corresponding to the fourth year of the Chemistry Teacher Education program at the Faculty of Exact and Natural Sciences (FCEyN) of the National University of La Pampa (UNLPam). Since this is a course in which students complete their teaching practice in secondary schools, the importance of creating spaces for reflection is highlighted, allowing future teachers to discover the essence of reflective experience as another instance of continuous professional development. At the same time, the type of activities and chores we proposed foster an atmosphere of acquaintance and mutual recognition among peers. This responds to the purpose of encouraging the design of introductory and relationship-building activities that promote appreciation of affectivity among the different actors involved in a teaching-learning situation.
Teacher professional development in community-based practices. An interdisciplinary approach.
Generating connections between interdisciplinary curricular knowledge in the Natural Sciences and real-world situations in human health is considered a key focus for the University, as its projects promote health promotion and prevention as a social good. In this work, we analyze the role of situated learning in community-based practices (CP) within the professional training of students in the Biological Sciences Teacher Training Program, following the proposal to include these practices in the Faculty of Exact and Natural Sciences within the field of community-based practices (CP) by 2025. The objective was for students to develop communication skills within the CP setting, enabling them to analyze and argue scientifically based on their experiences, fostering critical thinking about reality as future professionals. Prior to placing students in the field of learning practices or CP, curricular content was developed using a socio-scientific, problem-based teaching and learning model to promote scientific literacy. These readings corresponded to works on experiences that illustrate the trajectory of collaborative research and outreach by the interdisciplinary team. To determine the progress in acquiring competencies, students were asked to plan activities and carry out educational interventions in the field of community practices, in collaboration with university and secondary school teaching staff. We present an experience about how future university professors are trained and developed in a subject that involves teaching, research, and outreach through participation in community practice within an educational community in the province of La Pampa. We analyze how students use critical thinking about their professional training in the field of community practices.
Post-truth in the classroom and the validity of the teacher's testimony
Previous generations still remember the figure of the village schoolteacher as an intellectual and moral authority, a source of guidance for decision-making. His word carried the authority derived from study and the possession of knowledge whose access, in other historical contexts, was limited and difficult for much of society. Today, however, information is available immediately and massively through digital devices. Screens offer more dynamic and engaging content, often accompanied by a presentation that conveys a sense of absolute certainty. Furthermore, the use of digital networks and platforms is often associated with a perceived belonging to socially dominant or influential groups. These characteristics largely explain the high level of attention these media capture from students in various aspects of their daily lives. This paper does not intend to deny the usefulness of technology nor question the potential value of social networks as communication and information tools. Its purpose, rather, is to analyze certain effects that could contradict the objectives that society attributes to the education system. In particular, it will examine the extent to which these technologies effectively contribute, within the school setting, to the formation of critical, reflective, and rational individuals, as well as consider the advisability of establishing regulations on their use in order to promote these objectives.
Dialogue between Disciplines and Memory Pedagogy: A Teacher Training Experience in Physics, Citizenship, and Visual Arts through Pinhole Photography
Contemporary education demands approaches that transcend curricular fragmentation in order to address complex social and scientific issues. This article analyzes the meanings constructed in the continuing teacher training workshop “Lights and Shadows: Exploring Memory through Pinhole Photography,” a proposal based in Santa Rosa that articulated the physics of light, visual arts, and the pedagogy of memory through the device of pinhole photography. Adopting a qualitative-interpretive approach, the perceptions of 18 participants were examined using content analysis of closing surveys. The results reveal deep conceptual learning about the behavior of light and an ethical and political re-signification of local memory sites, mediated by the slow temporality and aesthetics of the pinhole technique. Although a clear intention of didactic transfer is identified, tensions emerge linked to institutional and material obstacles that condition the sustainability of innovation in schools. It is concluded that dialogue between disciplines (Bonil et al., 2004), understood as a flexible and pedagogically viable strategy, restores social and civic relevance to the teaching of physics, promoting a critical review of teaching practices in the face of current educational challenges.
The Field of Practice in Teaching Practice Stories.Dialogues between residents about their experiences in the classroom
The Field of Practices of the Study Plans (2009) of the Faculty of Human Sciences proposed modifications in training in order to activate the capacities of teaching action in real, complex, uncertain and problematic situations that require articulated disciplinary and pedagogical knowledge and that generate professional knowledge of the teacher built from the practices. In this paper we focus on these high-intensity training effects developed with residents in institutional days at the end of 2023 where they took the floor to value their experiences in the classroom in the last year of their degree.
This work is carried out within the framework of the "Educational Practice IV" residency of the teacher training course for Mathematics teachers; the objective is to carry out an investigation on how to accurately define systems of linear equations for their better implementation in the classroom, achieving a graphic and algebraic approach, observing their implications, solutions and applications. The information obtained from this research is a valuable resource for the planning of the didactic proposal developed in the 4th year of the Edgar Osvaldo Juan Morisoli Secondary School of our city -Santa Rosa, La Pampa -, with students of the morning shift. We work on the relationship between mathematical foundations and those of Didactics of Mathematics, curricular materials, editorial sources and the classroom proposal implemented. Thus, while the mathematical arguments mark positions of the discipline, the review of works and research related to teaching and learning, the objective is to identify concerns, problems and needs; from the editorial sources, logics, exercises and classroom problems are described, and the curricular materials indicate concepts and theories by way of prescriptions and ministerial recommendations of our province. This framework helps to explain and describe decisions made and moments in the implementation of the proposal.
This work aims to investigate and explain the different foundations linked to conceptualizations of equation and quadratic function, with the purpose of enriching a teaching and learning proposal implemented in a 5th year course of Secondary Education in our province. A study of the mathematical knowledge and arguments that underpin the topic is presented, and a didactic analysis in which perspectives, problems, and needs related to the teaching of equations and quadratic functions are developed. The importance and limitations of working in both an algebraic and graphic system are analyzed; however, it is concluded that working with problematic situations specific to geometry gives greater meaning to the abstract of the algebraic. To complement this work, teaching moments are attached within the residency experience, which give rise to reflection on the decisions incorporated from the tour and bibliographic review.
This work is being developed within the framework of the Fourth Educative Practicum’s Residency, which belongs to the mathematics’ teaching training course of studies. It was specifically carried out in a fifth year from the Oriented Cycle at Secondary School. Its main purpose is to present the basic mathematical fundamentals associated to the rational functions, making special emphasis on aspects such as domain, image, and asymptote. Furthermore, the didactic challenges associated to the ‘traditional’ teaching of these functions are explored through a revision of magazines and documents which deal with problems and interests regarding the teaching and learning aspects of this topic. The focus of this work is centered on the UNIPE’s perspective, which conceptualizes the rational functions as the quotient of two polynomials. It is highlighted that this approximation modifies the didactic challenges commonly associated with this topic’s teaching. The research is supplemented with the practicum, which was developed based on the references previously mentioned, and which invites us to reflect on the importance of a practicum which is based on the knowledgeable decision making to promote a bigger access to knowledge.
Polynomial functions, what arises from the product of linear functions?
The main purpose of this paper is to address the fundamentals of polynomial functions and to propose an effective didactic approach for their teaching, based on a detailed analysis of specialized materials on the subject. To achieve this, a review of several books by prominent mathematical authors is carried out, with the aim of extracting precise definitions, practical applications, properties and forms of presentation of polynomial functions. Likewise, a didactic and editorial analysis of mathematics fromdifferent perspectives is carried out, and reference Celeste Ailin Loureyro, Campo de Prácticas, 3 (1), 93-107. ISSN 2718-878795is made to different works that provide relevant information to improve the teaching of these functions. The presentation is completed by a descriptive tour of activities in secondary school classrooms of a work sequence elaborated from that initial study.
Quadratic functions and equations. Surfaces under scrutiny
The present work presents the didactic and mathematical foundations related to the concepts of quadratic functions and equations within the implemented teaching proposal for a 4th-year course in Secondary Education. The article encompasses both the mathematical underpinning of these concepts and a didactic analysis regarding perspectives, challenges, and requirements linked to teaching quadratic equations and functions. Itexamines the importance and limitations of approaching these areas from both an algebraic and graphical standpoint, highlighting that the application of geometric problematic situations provides a greater sense to the abstract aspects of algebra. For a comprehensive analysis of the teaching proposal, examples derived from practical classroom experience are provided.
From Tacit Knowledge to Scientific Knowledge
This work begins by trying to understand the steps of knowledge appropriation. For this we will use neuroscience, not with the intention of making psychological prescriptions with it, but to take it as an input for understanding the primitive motor impulses that motivate the process. From there we will analyze the tacit knowledge that an individual acquires, in order to subsequently transform it into conscious knowledge in what we call praxiological knowledge.On the other hand, if the object is to modify matter or social interactions, and this only occurs through a process of operational action, purely praxiological; We will discuss what drives a human being to undertake the task of constructing formal science, which has nothing to do with the achievement objectives, and in that case, what inputs are used to construct it.We will conclude by trying to show that this impulse is the only way in which the praxiological action of individuals achieves transcendence.As a closing and as operational conclusions forteaching action, we will discuss the moments and possible actions so that this process of knowledge construction results in better achievements.
In this paper I share a pedagogical proposal carried out in a high school in the curricular space Information and Communication Technologies of the 4th year, within the framework of Educational Practice IV Residence, of the Computer Science Teacher Training Program. The proposal arises with the intention of stimulating the development of logical-computational thinking and contributing to the formation of a digital citizenship through the introduction to the programming of mobile applications with App Inventor. The methodology used is that of guided design, in which each group has to create an application following step-by-step instructions to become familiar with the environment. Then the students were given some challenges where they had to make modifications to these projects and customize them. Finally, they had to create an application as a final work, for which we shared some examples, resources and guidelines to incorporate new elements.
Integrative didactive model for teaching and learning of socio-educative problems. Reflexions from a Science Seminar
We plan to analyze a seminar held to promote relevant learning about human health as a didactic format to generate knowledge of Natural Science. This article is the product of a critical descriptive investigation realized with professors grade from our university and advance students from related degrees as Biology, Chemistry and Physics.We planned a socio-scientific space to mobilize the feedback between students and professors, reflect and argue in turn to modelized problematic situations referred to health and disease in different contexts. Also, we solicited to participants to self-evaluate the motivation and repercussion that generate to obtain certain interdisciplinary learning from Physics and Chemistry applied to tegumentary system. We dialogued about theory and experiments form both curricular spaces realized in the academic spaces of our faculty.The results show the importance of the connection between real educative socio-economic problems and their articulation with the referred interdisciplinary investigation. We developed individual and collective works departing from learning base in modelization. We analyzed investigations related with tegumentary system to reflect, consolidate and debate evidence under the watch of an interdisciplinary perspective. We could demonstrate our findings from the self-evaluations of the participants: the importance of formative value regarding the cognitive, metacognitive and metaemotional.The objectives of the seminar were fulfilled because the participation reflected the importance of integration and the value of the different fields of knowledge. Its development allowed to deepen and hierarchize from real models the value of skin care with sunscreens. The work gives relevance by connecting real problems in an interdisciplinary research project.
Processes of conceptualization in the residential practices of Mathematics teachers. Presentiality and virtuality as dimensions of analysis
The proposal is framed within the research project Teacher training practices, epistemological configurations of professional identity, in a study based on residential devices, the latest routes of the Field of Educational Practices of the Mathematics Teacher Training. The need to work in remote education modalities in recent years challenged us to analyze training possibilities in virtual environments. The objective of this work is focused on analyzing processes of conceptualization of school mathematical knowledge identified in the real curriculum, in practices mediated by virtual education technologies and in practices that we had been developing in the classroom. From the case study, purposive samples are configured from the documentation of residential experiences of the 2018 and 2019 cohorts -presential references-and of the 2020 and 2021 cohorts -virtuality references-. The analysis shows that, both in some modalities and in others, deep and conceptually complex reflective processes are generated. Even so, teachers and students demand face-to-face attendance. And yet, something that the pandemic has established is the need for virtual training courses that contribute to greater access to education.
Relaciones entre perímetros y áreas y los contornos y las formas de las superficies que miden
En esta presentación se describen instancias del trabajo previo y de aula llevado adelante en una residencia con estudiantes de 2° año del Ciclo Básico de la Educación Secundaria, en el marco de la Práctica Educativa del Profesorado de Matemática. En la primera parte de la propuesta se presentan fundamentos matemáticos sobre las conceptualizaciones objeto de enseñanza de áreas y perímetros y sus relaciones. En una segunda parte se integran fundamentos didácticos, recursos y estrategias docentes analizadas en documentos educativos. Completa el escrito la narrativa de momentos de la práctica educativa desarrollada en el aula que permiten establecer relaciones con lo revisado previamente. Unas consideraciones finales permiten sostener que las relaciones entre perímetros y áreas y los contornos y las formas de las superficies que miden necesitan seguir conflictuándose en el aula. Los obstáculos didácticos indagados se pueden seguir identificando: a mayor perímetro mayor área permanece como una propiedad que declara la necesidad de problematizarse
El trabajo extiende la experiencia de la residencia con estudiantes de sexto año del Ciclo Orientado de la Educación Secundaria en un colegio de la Ciudad de Santa Rosa, La Pampa; práctica desarrollada en el marco de formación del Profesorado de Matemática. En la primera parte de esta propuesta se presentan los fundamentos matemáticos sobre las identidades trigonométricas fundamentales y las leyes del seno y del coseno. Una segunda parte la constituyen los fundamentos didácticos, indagados en revistas y documentos publicados sobre problemas e inquietudes de la enseñanza y de los aprendizajes, sobre la resolución de situaciones problemáticas que pueden ser modeladas por algún tipo de triángulo. complementan el documento un par de momentos del desarrollo de la práctica educativa que nos permiten reflexionar sobre las decisiones que se tomaron a partir del recorrido bibliográfico y de investigación.
Construyendo escaleras que funcionen como puentes
Este trabajo se realiza en el marco de la residencia de la Práctica Educativa IV del Profesorado en Matemática, se inicia con una investigación que se utiliza para la posterior propuesta de aula que se implementa en un curso de 6°I año de la Educación Secundaria de nuestra provincia, en conceptualizaciones de la trigonometría. El escrito se organiza en una primera parte de revisión de fundamentos matemáticos tomados como referencia. Se rescatan y analizan las definiciones de ángulo, sistemas de medición de ángulos –sexagesimal y radial– y razones y funciones trigonométricas. Luego, en los fundamentos de didáctica de la matemática se revisan distintos documentos e investigaciones a partir de los cuales se recuperan inquietudes, problemáticas y necesidades de la enseñanza y del aprendizaje de los diferentes conceptos seleccionados para la planificación. En relación con las fuentes curriculares, se toma la planificación de la docente a cargo del curso y se compara con la propuesta oficial que sostiene la provincia de La Pampa. Se complementa con instancias de la práctica educativa desarrollada a partir de aquellas referencias. Todo el recorrido invita a seguir reflexionando sobre la importancia de una práctica educativa como toma de decisiones informadas para promover mayores accesos a los conocimientos.
Los logaritmos son históricamente reconocidos por su utilidad para reducir el grado de dificultad de las operaciones. En sus orígenes fueron utilizados mediante tablas que arrojaban el resultado para la asociación entre dos números. En la actualidad, los utilizamos del mismo modo, pero no de forma directa, sino mediante algoritmos configurados en las calculadoras que nos arrojan el resultado de las operaciones. En este documento se describe el recorrido desde una revisita a diversos libros matemáticos, tomando sus grandes características en la definición del logaritmo, propiedades -logaritmo de un producto, logaritmo de un cociente, logaritmo de una potencia, cambio de base-; pasando por el análisis de libros con fines avocados a la enseñanza matemática y propuestas editoriales para tener más elementos a la hora de elaborar una propuesta enseñanza; y se presentan algunos momentos de la experiencia desarrollada luego en aula. Algunos interrogantes han orientado los sentidos en todo este camino: ¿cómo se enseñan los logaritmos?, ¿qué alternativas ayudarían?, ¿qué tan significativa nos resulta la construcción histórica en el aprendizaje de los logaritmos?
En el presente trabajo se muestra el desarrollo de la selección, elaboración e integración de contenidos como proceso previo a la construcción del material para el Taller de Introducción a la Matemática que se dicta para el ingreso al nivel universitario. En este tramo se focaliza en contenidos del conjunto de los números naturales, de los números enteros y de los racionales. La propuesta se apoya en unas fundamentaciones matemáticas y didácticas que organizan su sentido. En diferentes momentos se presentan problemáticas y recursos tecnológicos que resultaron instrumentales en la presentación virtual, desde los que se plantean el abordaje de las conceptualizaciones. Se incluyen también fragmentos y enlaces que permiten analizar el tratamiento de estas temáticas en situación de enseñanza, al desarrollarlas como estudiante residente del Profesorado en Matemática.
El presente trabajo referencia una propuesta de enseñanza valorada por resultar significativa e innovadora en nuestra formación como residentes del profesorado en Matemática. Las conceptualizaciones se concentran en el campo de los Números Racionales en el marco de un Taller de introducción a la Matemática –al que denominamos TIM hacia 2022–, ofrecido para estudiantes que transitan el último año de la Educación Secundaria o su primer año de facultad. Para su elaboración, en principio se buscan fundamentos formales de la matemática y luego se investiga desde los estudios de especialistas en matemática educativa cuyas consideraciones giran alrededor de los obstáculos al enseñar, qué tener en cuenta o qué recursos utilizar. Con la propuesta diseñada se lleva adelante la práctica para luego, a partir de la propia experiencia, construir nuevas reflexiones. Esta práctica educativa en el taller permite reforzar la importancia de las estrategias.