Objective:

This article aims at providing a reference framework that serves as the basis for the development of a methodological scientific culture in university teachers, and thus promoting a debate that leads to enlarging teacher education.

Methods:

Theoretical-level methods such as analysis-synthesis, documentary analysis, and some of the empirical level were used to survey to mathematics teachers knowledge of didactics, to finally devise a framework of reference serving as the foundation for a pedagogical professional development of teachers in which the expansion of scientific-methodological cultural knowledge is enhanced and personal growth is contributed through collective cultural practices, a process that still requires the search for elements that effectively arouse their improvement.

Results:

The fundamental result of the study is a frame of reference for the development of the scientific methodological culture of the university professors who teach Mathematics in the careers of Education.

Conclusions:

The active participation of teachers based on the deepening and updating of knowledge in scientific and pedagogical issues is a cardinal element of professional development.

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