<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100633</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349256706esp</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexiones de la práctica educativa de maestros de matemáticas panameños en ejercicio]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections on the educational practice of active Panamanian mathematics teachers					]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marimón]]></surname>
<given-names><![CDATA[Orlando García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diez-Palomar]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Panamá  ]]></institution>
<addr-line><![CDATA[Panamá ]]></addr-line>
<country>Panamá</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100633&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100633&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100633&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como propósito analizar los resultados de una investigación previa en donde se revisan los componentes con baja o nula presencia de los Criterios de Idoneidad Didáctica (CID) en tareas desarrolladas (secuencias didácticas) para un curso de capacitación en la enseñanza de la Matemática. Para recabar información sobre el porqué se obtuvieron dichos resultados se procedió a realizar entrevistas semiestructuradas individuales a cinco maestros participantes de la investigación previa. La entrevista estaba formada por ocho preguntas sobre los componentes conexiones, innovación didáctica, representatividad de la complejidad, errores, utilidad sociolaboral y autonomía. El análisis se realizó a través de un estudio cualitativo de las unidades semánticas de significado (análisis descriptivo). Estas fueron extraídas de las transcripciones de las entrevistas realizadas. Los resultados encontrados revelaron que la mayoría de los entrevistados indican que los componentes como la autonomía y la utilidad sociolaboral generan emociones positivas en sus alumnos. Se concluye que la reflexión de los maestros sobre sus clases de Matemática hasta ese momento consideraba como no prioritarios a los componentes cuya puntuación era baja. Sin embargo, los entrevistados consideraron la importancia de modificar sus prácticas educativas empleando otros componentes de los CID para tener procesos de enseñanza aprendizaje de calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this document is to analyze the results of previous research where the components with the low or null presence of the Didactical Suitability Criteria (DSC) in developed tasks (didactic sequences) for a training course in the teaching of Mathematics are reviewed. Individual semi-structured interviews were conducted with five teachers who participated in the previous research to gather information on why these results were obtained. The interview consisted of eight questions on the component&#8217;s connections, didactical innovation, representativeness of complexity, errors, social-professional practicality, and autonomy. The analysis was conducted through a qualitative study of the semantic units of meaning (descriptive analysis). These were extracted from the transcripts of the interviews guided. The results revealed that most interviewees indicated that components, such as autonomy and social-professional practicality, generate positive emotions in their students. It is concluded that the teachers&#8217; reflection on their mathematics classes up to that time was considered a non-priority for the components whose score was low. However, the interviewees considered the importance of modifying their educational practices by employing other components of the DSCs to have quality teaching and learning processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Componente]]></kwd>
<kwd lng="es"><![CDATA[Criterios de idoneidad]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Secuencia didáctica y formación docente]]></kwd>
<kwd lng="en"><![CDATA[Component]]></kwd>
<kwd lng="en"><![CDATA[Suitability criteria]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Didactic sequence and teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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