Disciplinary and pedagogical knowledge: towards the techno-communicative training of the mathematics teacher.

Abstract

The present study was based on the understanding of the risks inherent in the training of teachers of mathematics in
undergraduate Mathematics Specialty Pedagogical University Experimental Libertador (UPEL) in his Pedagogical Institute Rural Gervasio
Rubio, Venezuela processes. A research covered in the postulates of Qualitative Research was formulated using hermeneutics as a theory
of interpretive analysis and ethnography as a method of approaching reality. Key informants were selected from three different
perspectives: 3 students of the Specialty of Mathematics, 3 professors who administer curricular units and 3 graduates in the same
speciality who work as professors of mathematics at Media General Education. In-depth interviews were applied and semi structured and
participant observations, showing in the results that is required urgently, the incorporation of communicative technological training of
students of the Specialty of Mathematics Curriculum in College.