Procesos Emergentes Que Identifican El Desarrollo De La Inteligencia Emocional A Través De La Resolución De Problemas En La Educación Superior

The didactic approach is based on the premise that the training of mathematics teachers must include, as a minimum, the knowledge of three fundamental areas, closely related to each other: mathematics, epistemology and didactics. The key element to distinguish the knowledge base for teaching can be found at the intersection between mathematics and didactics, in the capacity of a teacher to transform knowledge and discipline in a didactically impressive way, adapting and developing it to the different abilities and capacitates students possess. This is the general principle of this article, which aims to analyze the emotional intelligence profile of a group of higher education professors specialized in the teaching of mathematics who work in two educational institutions in Panama. The study used a descriptive-correlational methodology, not experimental, which permitted an approach to the different constructs of the professors’ emotional intelligence through the solving of mathematics problems and their performance in the higher education field. Nowadays, there are not many profound studies on this topic that could permit us identify the emotional intelligence of teachers to teach and foster mathematics competence in the classroom.