Desarrollo de habilidades profesionales en la formación del docente de matemática, a partir del método proyecto

This article is a reflection on the development of professional skills in students training to become mathematics teachers, based on the application of the project method, understanding it as a strategy that facilitates the articulation between theory and practice. To this end, we start with a conceptual analysis that considers the contributions of various authors on the nature, structure and function of professional skills in university education, highlighting their integrative, contextual and systemic nature. Correspondingly, the advantages of the project method in the training of computer engineers are assessed, highlighting its impact on autonomy, critical thinking, problem solving, collaboration and the ability to transfer knowledge to real situations, linked to the context in which the profession is exercised. In this sense, the reflection that is carried out emphasises how this methodological approach, from its potential to articulate theory with professional practice, acts in favour of significant learning and in accordance with the graduate profile of the degree course. It is concluded that the project method is a relevant way to strengthen the professional training of mathematics teachers, mainly in terms of the development of professional skills demanded by the work contexts in which future graduates will be inserted.