Coaching in mathematics teaching
DOI:
https://doi.org/10.56200/mried.v4i12.10458Keywords:
coaching, elements of coaching, coaching in mathematics teachingAbstract
This essay aims to analyze the use of coaching as a strategy to optimize mathematics teaching, highlighting its potential to transform the teacher's role and promote more meaningful learning. The article follows a theoretical-reflective modality, grounded in a documentary review of key sources such as Whitmore (2011) and Bou (2007), which enables the articulation of the coaching approach with the foundations of constructivist learning theory. Methodologically, it adopts a descriptive approach, focused on the conceptual exploration of coaching elements and their applicability in the educational context. Among the main findings, coaching is shown to foster motivation, self-regulation of learning, personal responsibility, and improved academic performance. Finally, it is concluded that implementing coaching in the mathematics classroom encourages a collaborative and transformative environment centered on the student and represents an effective alternative to innovate pedagogical practice and develop cognitive, emotional, and social competencies.
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