The didactic management of systems of linear equations at the secondary level.

Abstract

The study focused on analyzing the dynamics and factors that influence the didactic performance of Mathematics teachers at the Secondary Level in the Dominican Republic. Based on these observations, a strategy for the didactic management of systems of linear equations (SLE) is proposed to improve this performance. The strategy includes three phases: evaluative exploration of the didactic-mathematical treatment of SLE, interpretation of the object-process duality and the registers of semiotic representation, and argumentative socialization of the characteristic features of SLE. The strategy provide a solid foundation for designing pedagogical support programs that strengthen teachers' didactic-mathematical competencies and improve the quality of mathematics education in the country. Focus groups revealed that teachers face significant challenges in integrating mathematical processes and differentiating between object and process in didactic work with SLE.