Reflection is recognized as a key competency in teachers’ professional development; however, its identification, monitoring, and systematic promotion in mathematics teaching continue to pose challenges. This study explores the possibility of observing such reflection in the educational practice of mathematics teachers and the tools that facilitate its assessment. A mixed methodological approach was adopted, combining quantitative validation through expert judgment and qualitative exploration with active teachers. The quantitative component evaluated the clarity, consistency, and relevance of instruments designed to capture reflection at three moments in practice: before, during, and after teaching, while discussion groups allowed for the collection of perceptions about conditions that favor or hinder this process. The results show that reflection situated in educational action reinforces teacher professionalization and highlights the need for tools that make this process visible. Although the instruments were not applied directly in the classroom, the collaborative work made it possible to establish a useful conceptual basis for future studies and training processes. In summary, the study provides guidelines for the design of teacher training proposals that integrate reflection as a central axis, contributing to a more conscious and professionally situated teaching of mathematics.
Rojas et al. (Tue,) studied this question.