La epistemología matemática y los enfoques del aprendizaje en la movilidad del pensamiento instruccional del profesor

this article analyses the incidences of the mathematical epistemology and the psychological approaches of learning in the mobility and permanent improvement of the instructional thought of the math teacher. the documental research was contrasted with the reflections from the pedagogical experiences of the authors in order to optimize and upgrade the didactical performances that look fossilized before the present conceptions involved in the teaching and learning of mathematics. finally, there are implications that can be considered in the curricular designs of the educational institutions that are involved in the formation of professionals in this area.