Acompañamiento pedagógico para la formación científica y tecnológica desde la Matemática del Nivel Secundario

The article conducts a systematic review of the essential foundations of pedagogical accompaniment, identifying various difficulties in its implementation, aimed at scientific and technological training through Mathematics at the Secondary Level. Based on the analysis, a three-stage strategy is proposed: assessment of didactic-mathematical needs, analysis of didactic situations based on investigative tasks, and socialization of didactic experiences. This strategy seeks to improve the didactic competence of teachers, promoting interdisciplinary and contextualized learning. The results highlight the need to enhance the conceptual and pedagogical training of the companions to achieve quality and equitable education in the Dominican Republic.