| Sumario: |
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
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