Good practices of Mathematics teacher in the university context.

Abstract

The article presents an approach to the theoretical foundations of research that in the university context deepens the development of good teaching practices, taking into account the assessment of the different components of the teaching-learning process. It is formed as part of a research work developed by the authors with a qualitative approach, because from it, the descriptions of the analysis units emerge: good practices of the Mathematics teacher with emphasis on establishing the indicators to analyze and identify the characteristics, principles and conditions that characterize a good practice of this teacher in higher education, taking into account the specific context in which said practice is carried out.