Abstract

Mathematics education in the Dominican Republic faces significant challenges, as educational outcomes do not meet expectations despite efforts by the Ministry of Education (MINERD) to update the pedagogical, psychological, and methodological frameworks related to the teaching-learning process and pedagogical practice in this area. The general objective of this research is to analyze the level of congruence between teachers' conceptions of the teaching-learning process and their pedagogical practices in mathematics at the secondary level in Regional 14 of Nagua, using the domain theories of Pozo et al. (2006) as a framework. A quantitative study was conducted with a sample of 137 secondary school teachers from the Regional Education Directorate 14 in Nagua. The instrument used was a structured questionnaire of 24 dilemmas, based on the previous work of Pacheco (2019) and the POEMat.ES (Observation Protocol for Mathematics Teaching in Secondary Education in Spain), developed by the SiMiS research group. The results reveal discrepancies between teachers' theoretical conceptions and their pedagogical practices, suggesting that they do not always apply the knowledge acquired during their initial training, being more influenced by specific training that promotes the constructivist approach. Only 27% of the teachers show coherence in the intersection of their representations. However, the lack of a deep understanding of teaching-learning theories leads to superficial pedagogical practices, which hinders effective management of student learning outcomes.

Keywords:
Conceptions; learning; teaching of mathematics; secondary education