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      <title>Day 2: THE DIDACTIC SUITABILITY CRITERIA by Telesforo Sol Campuzano</title>
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      <pubDate>2023-07-10 09:51:00 UTC</pubDate>
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         <title>Which criteria would you prioritize when there is a conflict between two or more criteria? </title>
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         <pubDate>2023-07-16 11:27:05 UTC</pubDate>
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         <title>Which criteria do you consider selecting or designing problems/exercises for mathematics lessons? </title>
         <author>telesforo_sol</author>
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         <pubDate>2023-07-16 11:27:34 UTC</pubDate>
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         <title>How do you analyze mathematics textbooks? Have you ever participated in a teacher reflection experience (with or without Lesson Study)? </title>
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         <pubDate>2023-07-16 11:27:59 UTC</pubDate>
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         <title>How did you organize the teachers’ reflection?</title>
         <author>telesforo_sol</author>
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         <pubDate>2023-07-16 11:28:21 UTC</pubDate>
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         <title>What is true that due to lack of time, actions that promote self-regulation of learning cannot be incorporated into classes or activities? For example, a teacher who has been teaching classes for some time or having contact with a group of students, can&#39;t this teacher get to know the interests of the students (at least some) or their context, to generate activities tailored to their interests and increase motivation in learning mathematics?</title>
         <author>telesforo_sol</author>
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         <pubDate>2023-07-16 11:28:39 UTC</pubDate>
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         <title>Can the ability to self-regulate learning be developed intuitively? Research shows the high dropout rate of university students in their first year of study, due to the lack of these tools or their misuse.</title>
         <author>telesforo_sol</author>
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         <pubDate>2023-07-16 11:29:04 UTC</pubDate>
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         <title>What role could interactive suitability have in teachers’ reflection and meta-reflection regarding promoting self-regulation?</title>
         <author>telesforo_sol</author>
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         <pubDate>2023-07-16 11:29:18 UTC</pubDate>
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