Didactic Suitability Criteria: a theoretical construct in Mathematics lessons (of Brazilian teachers)

This article is an excerpt from ongoing doctoral research and aims to provide guidance for Mathematics teachers in the preparation and execution of more suitable lessons, based on the theoretical construct of the Didactic Suitability Criteria (DSC). These criteria have been widely discussed and adopted by researchers in the area as an important reference for improving pedagogical practice in Mathematics teaching. The excerpt presented in this article corresponds to the research stage developed between August 2023 and June 2024, in which the qualitative investigation focused on the analysis and discussion of theoretical and methodological texts related to the DSC, with an emphasis on their practical application in the educational context. The guidelines presented result from a continuous cycle of studies and reflections, including a detailed analysis of the components and indicators of the DSC. For each indicator of the DSC components, examples of teaching practices are provided, covering both positive approaches, which should be valued, and negative practices, which should be avoided. These examples include hypothetical practices, developed in collaboration with the Grupo Potiguar de Estudos e Pesquisas em Educação Matemática (GPEP), as well as real practices drawn from specialized literature. We conclude that the integration of the theoretical concepts of the DSC with these specific practical examples offers a solid basis for updating pedagogical strategies, assisting educators in facing contemporary educational challenges and improving the quality of Mathematics teaching.

Keywords
Mathematics Teaching; Mathematics Didactics; Didactic Suitability Criteria; Study Cycle