TEACHING SKILLS IN DESIGN OF TASKS WITH MODELING IN PRE-SERVICE MATHEMATICS TEACHERS

This paper analyzes the development of educational planning competence related to the integration of design modeling tasks. A qualitative study with interpretive theoretical perspective was carried out. The information was gathered during the implementation of a training program where 27 pre-service mathematics teachers participated in training, discussing design modeling tasks. They applied processes of observation and analysis of productions, presentations and an interview. The results obtained enabled skills associated with the integration of modeling in the design tasks to be identified. Additionally, support is given to the conclusion that student teachers developed a functional view on this strategy in relation to difficulties related to the design tasks, the use of modeling in the classroom and model training prior to which the lack of experience with the use of this teaching strategy was associated.