Trascendencia de las prácticas evaluativas sobre la calidad educativa en el área de matemáticas, en el grado 3º, de la Institución Educativa “Juan Pablo I”
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Fecha
2021
Autores
Remolina Rivera Luzmila
Rozo Mendoza Luz Stella
García Tarazona Vladimir
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El proyecto realizado se encuentra adjunto a un macroproyecto investigativo realizado desde el programa de Maestría en educación, teniendo como objetivo comprender la trascendencia de la postura paradigmática evaluativa del docente en el área de matemáticas del grado tercero, frente a los procesos de calidad educativa en la Institución Educativa Juan Pablo I. para ello primeramente fue necesario considerar los aspectos teóricos y éticos de la investigación, para seguidamente proceder con la metodología del proyecto, el cual se cimento en un paradigma interpretativo, con un enfoque cualitativo bajo un diseño hermenéutico y de interaccionismo simbólico; que conllevo a utilizar fuentes documentales y de orden nacional, así como la participación de informantes clave que en este caso correspondan a docentes de la institución objeto de estudio del área de matemáticas, además se utilizó como técnica el análisis documental y como instrumentos la entrevista semiestructurada. En lo que respecta al proceso, se hizo revisión de los documentos mencionados y sintetizada su información por medio de una matriz, seguido también se diseñó la matriz de resultados de la entrevista y la relación comparativa entre las competencias evaluadas en la institución y a nivel nacional; finalmente la información fue analizada en el software ATLAS TI. Como resultados se obtuvo que no hay claridad por parte de los docentes con respecto a las competencias y componentes evaluadas por el ICFES puesto que no hay una correspondencia entre lo evaluado a nivel nacional y lo evaluado a nivel institucional; en la relación de categorías axiales e inductivas se evidencio que la enseñanza de las matemáticas, sigue enmarcada en posturas tradicionales y poco innovadoras, ya que continua evaluando las matemáticas desde dimensiones netamente teóricas, obstaculizando el aprendizaje de saberes contextualizados y la adquisición de competencias. En cuanto a la teorización se pudo indicar que los aportes de Álvarez en la práctica pedagógica y la función evaluativa como continuidad del aprendizaje y retroalimentación, no es tenido en cuenta en la institución objeto de estudio, pues la función que le otorgan sigue siendo de tipo calificativa. Finalmente se concluye que los docentes del área de matemáticas necesitan involucra el uso de estrategias didácticas que fortalezcan las competencias del área, contextualizando dichas estrategias con los aportes del modelo Singapur y el método Polya.
The project is attached to a macro research project carried out from the Master's program in education, with the objective of understanding the transcendence of the evaluative paradigmatic posture of the teacher in the area of mathematics in the third grade, facing the processes of educational quality in the Juan Pablo I Educational Institution. For this purpose, it was first necessary to consider the theoretical and ethical aspects of the research, to then proceed with the methodology of the project, which was based on an interpretative paradigm, with a qualitative approach under a hermeneutic design and symbolic interactionism; which led to use and national documentary sources, as well as the participation of key informants that in this case correspond to teachers of the institution under study in the area of mathematics, in addition, documentary analysis was used as a technique and as instruments the semi-structured interview. Regarding the process, the mentioned documents were reviewed and their information was synthesized by means of a matrix, followed by the design of the interview results matrix and the comparative relation between the competencies evaluated in the institution and at the national level; finally the information was analyzed in the ATLAS IT software. The results showed that there is no clarity on the part of the teachers regarding the competencies and components evaluated by the ICFES since there is no correspondence between what is evaluated at the national level and what is evaluated at the institutional level; in the relation of axial and inductive categories, it was evidenced that the teaching of mathematics is still framed in traditional and not very innovative postures, since it continues to evaluate mathematics from purely theoretical dimensions, hindering the learning of contextualized knowledge and the acquisition of competencies. Regarding theorization, it was possible to indicate that the contributions of Álvarez in the pedagogical practice and the evaluative function as continuity of learning and feedback, is not taken into account in the institution under study, since the function they give it is still of a qualifying type. Finally, it is concluded that mathematics teachers need to involve the use of didactic strategies that strengthen the competencies of the area, contextualizing these strategies with the contributions of the Singapore model and the Polya method.
The project is attached to a macro research project carried out from the Master's program in education, with the objective of understanding the transcendence of the evaluative paradigmatic posture of the teacher in the area of mathematics in the third grade, facing the processes of educational quality in the Juan Pablo I Educational Institution. For this purpose, it was first necessary to consider the theoretical and ethical aspects of the research, to then proceed with the methodology of the project, which was based on an interpretative paradigm, with a qualitative approach under a hermeneutic design and symbolic interactionism; which led to use and national documentary sources, as well as the participation of key informants that in this case correspond to teachers of the institution under study in the area of mathematics, in addition, documentary analysis was used as a technique and as instruments the semi-structured interview. Regarding the process, the mentioned documents were reviewed and their information was synthesized by means of a matrix, followed by the design of the interview results matrix and the comparative relation between the competencies evaluated in the institution and at the national level; finally the information was analyzed in the ATLAS IT software. The results showed that there is no clarity on the part of the teachers regarding the competencies and components evaluated by the ICFES since there is no correspondence between what is evaluated at the national level and what is evaluated at the institutional level; in the relation of axial and inductive categories, it was evidenced that the teaching of mathematics is still framed in traditional and not very innovative postures, since it continues to evaluate mathematics from purely theoretical dimensions, hindering the learning of contextualized knowledge and the acquisition of competencies. Regarding theorization, it was possible to indicate that the contributions of Álvarez in the pedagogical practice and the evaluative function as continuity of learning and feedback, is not taken into account in the institution under study, since the function they give it is still of a qualifying type. Finally, it is concluded that mathematics teachers need to involve the use of didactic strategies that strengthen the competencies of the area, contextualizing these strategies with the contributions of the Singapore model and the Polya method.
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Palabras clave
Concepciones, Evaluación, Docente, Pruebas saber, Trascendencia, Conceptions, Evaluation, Teacher, Knowledge tests, Transcendence