Professional Development of Mathematics Teachers in the Online Mode. The Case of a Course for the Design of Didactical Activities

In this article we present a teaching unit (UT) in a professional development program for mathematics teachers in the Online mode of the CICATA-IPN, Mexico. The objective is to provide theoretical and methodological tools for teachers for them to design learning activities that involve contexts of life and school contexts. Theoretical and methodological elements of the Theory Anthropological of Didactic (TAD) and the principles of effectiveness of Online programs (Scott and Scott, 2010) are considered for design the UT as well as to analyze the didactic designs made by teachers. One of the main results is that the tasks in the designs proposals involve technical and justifications, mathematics and practices, which modify the role of teachers and students.