Building a model for observing the educational practice of mathematics teachers

Elisabeth Ramos-Rodríguez, Claudia Vásquez, Macarena Valenzuela Molina, Felipe Ruz

Research output: Contribution to journalArticlepeer-review


This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.

Original languageEnglish
Article number3304
Issue number24
StatePublished - 1 Dec 2021


  • Educational practice
  • Knowledge
  • Mathematics teacher
  • Reflection
  • Teaching practice


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