Abstract
This paper presents a competency-based curriculum redesign, whose pedagogical orientation is related to the development of a common training base for professional performance specialized in mathematics training and didactic-pedagogical training. The study contributes to the literature on quality assurance in Mathematics Education and provides empirical evidence of the success of a process implemented over five years and certified by an external body. Each of the stages of how this can be done in the classroom and what elements need to be considered for implementation are outlined.
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