Abstract

Despite the growing importance of technical and vocational postsecondary education (ESTP) in Chile, there is little evidence of the teaching and learning processes that take place in their classrooms. The purpose of this paper is to characterize the mathematics teaching of a group of ESTP instructors through a qualitative analysis, examining the cognitive depth of the questions that teachers ask in their classroom and the opportunities that these questions generate for students to get involved with the content of the class. Results show a scarcity of opportunities presented to students to engage with more complex mathematical content. Based on the results, action and research approaches are pointed out, related to the work of teachers and their link with institutions.