Idoneidad didáctica para la resolución de problemas del Pensamiento métrico, una herramienta de análisis en la escuela primaria
Cargando...
Fecha
2024
Autores
Gómez Muñoz, Mauricio Pablo
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El propósito de esta investigación, titulada, Idoneidad Didáctica para la Resolución de Problemas del Pensamiento Métrico, Una Herramienta de Análisis en La Escuela Primaria, realizada para optar al grado académico de Doctor en Ciencias de la Educación. Estuvo enmarcado en caracterizar desde una perspectiva transdisciplinar los factores epistemológicos, teóricos y metodológicos, que favorecen y desfavorecen una didáctica para la resolución de problemas del pensamiento métrico en la práctica docente. Estableciendo un diálogo colegiado entre los fundamentos, los sujetos y el contexto estudiado, para proponer criterios e indicadores de idoneidad didáctica que oriente un adecuado proceso enseñanza aprendizaje de este componente y proceso de la matemática.
Los fundamentos teóricos que sostienen la investigación, antes mencionada, se basan en la relación de los principios de lo transdisciplinar y una
de las herramientas de análisis propuesta por el enfoque onto-semiótico (EOS): la teoría de idoneidad didáctica, la cual, desde sus seis facetas: epistémica, ecológica, cognitiva, afectiva, mediacional e interaccional, estudia la problemática y establece soluciones sólidas y permanentes en la formación matemática del contexto investigado.
La metodología utilizada es cualitativa, con diseño investigación acción, desarrollada en tres fases:
La primera fase, es la auto-formación, la cual permite la concientización de la realidad sobre la resolución de problemas, para esto se recoge y organiza la percepción de los sujetos y objetos, se observa la práctica educativa al enseñar las matemáticas, se examinan los resultados de aprendizaje, y se relacionan los fundamentos teóricos, epistemológicos y metodológicos en los escenarios internacionales y nacionales, identificando las dificultades relevantes de acuerdo a los componentes y competencias del área.
La segunda fase, llamada socio-formación, donde se establece un diálogo investigador – docente, en esta, se reflexiona sobre las dificultades halladas en el momento anterior, para ello se organiza en tablas los resultados y se exponen en comunidad de docente, para que en consenso se acuerden criterios que orienten la exploración de la problemática de aprendizaje relacionada con un pensamiento y proceso especifico de la enseñanza de la matemática.
La tercera fase registrada como, eco-formación, busca la transformación de la práctica, para lo cual, en primera instancia, se elabora un cuestionario tipo taller dirigido a docentes, donde se reconocen los conocimientos matemático del tema, ellos son: las estrategias, los recurso didácticos, con los cuales cuenta, las herramientas web y situaciones del contexto que contribuyan al proceso de formación en el tema estudiado; en consecuencia, se propone un actividad tipo taller la misma, se desarrolla en la práctica, para indagar sobre los conocimientos previos, los afectos en las interacciones de los estudiantes. Lo anterior, se evidencia y se consolida en tablas lo cual establece una interacción dialógica,
dada desde la reflexión, propiciada por la relación, docentes – investigador, lo cual conduce a diseñar indicadores de idoneidad didáctica que oriente la enseñanza estudiada. Cabe señalar que, este ciclo trabaja, y se construye de forma circular para establecer un camino concreto y en espiral de la investigación
Los resultados fueron presentados en tres grupos: el primero evidenció la percepción de los actores educativos, la reflexión pedagógica sobre la práctica docente, la ponderación en pruebas externas y el entretejido de lo anterior con el manejo epistemológico, teórico y metodológico, expresado en un cuadro sinóptico; El segundo grupo, describe los espacios de socialización y reflexión en comunidad docente-investigador, concretando en la tabla los criterios, sus componentes y análisis posteriores, los cuales llevan a diseño de indicadores de idoneidad didáctica y la proyección de un respectivo seguimiento continuo para su implementación permanente en la práctica.
The purpose of this research, entitled, Didactic Suitability for the Resolution of Problems of Metric Thinking, An Analysis Tool in Primary School, carried out to qualify for the academic degree of Doctor in Educational Sciences. It was framed in characterizing from a transdisciplinary perspective the epistemological, theoretical and methodological factors that favor and disfavor didactics for solving problems of metric thinking in teaching practice. Establishing a collegiate dialogue between the foundations, the subjects and the context studied, to propose criteria and indicators of didactic suitability that guide an adequate teaching-learning process of this component and process of mathematics. The theoretical foundations that support the aforementioned research are based on the relationship of transdisciplinary principles and one of the analysis tools proposed by the onto-semiotic approach (EOS): the theory of didactic suitability, which, since Its six facets: epistemic, ecological, cognitive, affective, mediational and interactional, studies the problem and establishes solid and permanent solutions in the mathematical formation of the investigated context. The methodology used is qualitative, with an action research design, developed in three phases: The first phase is self-training, which allows awareness of the reality of problem solving. For this, the perception of subjects and objects is collected and organized, the educational practice is observed when teaching mathematics, and the the learning results, and the theoretical, epistemological and methodological foundations are related to international and national scenarios, identifying the relevant difficulties according to the components and competencies of the area. The second phase, called socio-training, where a researcher-teacher dialogue is established, in this, the difficulties encountered in the previous moment are reflected on, for this the results are organized in tables and presented in the teacher community, so that In consensus, criteria are agreed upon that guide the exploration of the learning problems related to a specific thought and process of mathematics teaching. The third phase, registered as eco-training, seeks the transformation of practice, for which, in the first instance, a workshop-type questionnaire is prepared for teachers, where the mathematical knowledge of the subject is recognized, they are: the strategies, the didactic resources, which it has, the web tools and contextual situations that contribute to the training process on the topic studied; Consequently, a workshop-type activity is proposed, which is developed in practice, to investigate prior knowledge and affects in student interactions. The above is evidenced and consolidated in tables which establishes a dialogic interaction, given from reflection, fostered by the relationship, teachers - researcher, which leads to designing indicators of didactic suitability that guide the teaching studied. It should be noted that this cycle works and is built in a circular way to establish a concrete and spiral path of research. The results were presented in three groups: the first showed the perception of the educational actors, the pedagogical reflection on teaching practice, the weighting in external tests and the interweaving of the above with the epistemological, theoretical and methodological management, expressed in a table synoptic; The second group describes the spaces for socialization and reflection in the teacher-researcher community, specifying in the table the criteria, its components and subsequent analysis, which lead to the design of didactic suitability indicators and the projection of a respective continuous monitoring for their permanent implementation in practice.
The purpose of this research, entitled, Didactic Suitability for the Resolution of Problems of Metric Thinking, An Analysis Tool in Primary School, carried out to qualify for the academic degree of Doctor in Educational Sciences. It was framed in characterizing from a transdisciplinary perspective the epistemological, theoretical and methodological factors that favor and disfavor didactics for solving problems of metric thinking in teaching practice. Establishing a collegiate dialogue between the foundations, the subjects and the context studied, to propose criteria and indicators of didactic suitability that guide an adequate teaching-learning process of this component and process of mathematics. The theoretical foundations that support the aforementioned research are based on the relationship of transdisciplinary principles and one of the analysis tools proposed by the onto-semiotic approach (EOS): the theory of didactic suitability, which, since Its six facets: epistemic, ecological, cognitive, affective, mediational and interactional, studies the problem and establishes solid and permanent solutions in the mathematical formation of the investigated context. The methodology used is qualitative, with an action research design, developed in three phases: The first phase is self-training, which allows awareness of the reality of problem solving. For this, the perception of subjects and objects is collected and organized, the educational practice is observed when teaching mathematics, and the the learning results, and the theoretical, epistemological and methodological foundations are related to international and national scenarios, identifying the relevant difficulties according to the components and competencies of the area. The second phase, called socio-training, where a researcher-teacher dialogue is established, in this, the difficulties encountered in the previous moment are reflected on, for this the results are organized in tables and presented in the teacher community, so that In consensus, criteria are agreed upon that guide the exploration of the learning problems related to a specific thought and process of mathematics teaching. The third phase, registered as eco-training, seeks the transformation of practice, for which, in the first instance, a workshop-type questionnaire is prepared for teachers, where the mathematical knowledge of the subject is recognized, they are: the strategies, the didactic resources, which it has, the web tools and contextual situations that contribute to the training process on the topic studied; Consequently, a workshop-type activity is proposed, which is developed in practice, to investigate prior knowledge and affects in student interactions. The above is evidenced and consolidated in tables which establishes a dialogic interaction, given from reflection, fostered by the relationship, teachers - researcher, which leads to designing indicators of didactic suitability that guide the teaching studied. It should be noted that this cycle works and is built in a circular way to establish a concrete and spiral path of research. The results were presented in three groups: the first showed the perception of the educational actors, the pedagogical reflection on teaching practice, the weighting in external tests and the interweaving of the above with the epistemological, theoretical and methodological management, expressed in a table synoptic; The second group describes the spaces for socialization and reflection in the teacher-researcher community, specifying in the table the criteria, its components and subsequent analysis, which lead to the design of didactic suitability indicators and the projection of a respective continuous monitoring for their permanent implementation in practice.
Descripción
Palabras clave
Idoneidad didáctica, Pensamiento métrico, Resolución de problemas, Transdisciplinar
