This work is a reflection on the teaching practice of mathematics, focusing on the importance of reflection in the professional development of a mathematics teacher. The author, Gicela María Rodríguez Guzmán, presents her journey through the process of reflection, using the framework of "reflection for/en/on practice" as proposed by Sandra Parada. The study is structured into five chapters, with the first chapter outlining the problem statement, objectives, and justification. The second chapter provides a conceptual framework, discussing the nature of reflection in teaching and the professional knowledge of a mathematics teacher. The third chapter describes the methodology used, including instruments for collecting and analyzing data. The fourth chapter presents the reflective process through three moments: reflection for practice, reflection in practice, and reflection on practice. The fifth chapter concludes with the findings and recommendations for future work. The study emphasizes the importance of reflection in improving teaching practices and deepening professional knowledge, particularly in the context of problem-solving in mathematics education. The author also highlights the need for a systematic approach to reflection, using data collection tools such as personal journals, lesson plans, and classroom recordings. The work is supported by various references in mathematics education, including theories on reflection, teaching practices, and the role of problem-solving in mathematics learning. The study concludes that reflection is essential for professional development and that it contributes to the quality of teaching and learning in mathematics.This work is a reflection on the teaching practice of mathematics, focusing on the importance of reflection in the professional development of a mathematics teacher. The author, Gicela María Rodríguez Guzmán, presents her journey through the process of reflection, using the framework of "reflection for/en/on practice" as proposed by Sandra Parada. The study is structured into five chapters, with the first chapter outlining the problem statement, objectives, and justification. The second chapter provides a conceptual framework, discussing the nature of reflection in teaching and the professional knowledge of a mathematics teacher. The third chapter describes the methodology used, including instruments for collecting and analyzing data. The fourth chapter presents the reflective process through three moments: reflection for practice, reflection in practice, and reflection on practice. The fifth chapter concludes with the findings and recommendations for future work. The study emphasizes the importance of reflection in improving teaching practices and deepening professional knowledge, particularly in the context of problem-solving in mathematics education. The author also highlights the need for a systematic approach to reflection, using data collection tools such as personal journals, lesson plans, and classroom recordings. The work is supported by various references in mathematics education, including theories on reflection, teaching practices, and the role of problem-solving in mathematics learning. The study concludes that reflection is essential for professional development and that it contributes to the quality of teaching and learning in mathematics.