Proposal of a rubric to assess lesson plans for math classes based on the theory of didactical sustainability.

Propuesta de una rúbrica para evaluar planeaciones didácticas en clases de matemáticas desde la teoría de la idoneidad didáctica

Abstract

Proposal of a rubric to assess lesson plans for math classes based on the theory of didactical sustainability. This article offers the necessary considerations for the design of an instrument which allows the assessment of lesson plans of future math teachers. As instruments, the notion of didactic suitability proposed by the onto-semiotic approach to mathematical cognition and instruction (EOS) and the elements for the construction of rubrics, proposed by Guzmán (2018), are incorporated; likewise, a route for the piloting and incorporation of improvements in the rubric is shown.