The usefulness of didactic analysis in the initial training of mathematics professors

Abstract

This article analyzes the usefulness of didactic analysis as a training tool in developing the instructional planning competence of future mathematics teachers in the Bachelor of Education program with a major in Mathematics at the Universidad Nacional Autónoma de Nicaragua, Managua (UNAN-Managua). Using a qualitative approach and a case study design, the study examined written assignments and a group interview conducted with students who planned teaching units based on the categories of didactic analysis: content, cognitive, and instructional. The results indicate that this tool promotes a deep understanding of mathematical knowledge, facilitates the anticipation of cognitive obstacles, and guides the organization of tasks in alignment with learning objectives. Furthermore, it encourages reflection, autonomy, and informed decision-making, contributing to the development of teachers’ professional identity. It is concluded that didactic analysis transcends its technical function to establish itself as a means of comprehensive training that integrates theory and practice in the teaching and learning of mathematics.