Estudio comparativo de los significados y expectativas de aprendizaje para el tema de límite en tres libros y el currículo oficial

Resumen En este artículo se identificaron y relacionaron los significados de las sucesiones matemáticas en los números naturales a través de su estructura conceptual, representaciones y modos de uso en el currículo mexicano de matemáticas de secundaria y en catorce libros de texto utilizados para la enseñanza y aprendizaje de las sucesiones en este nivel escolar. Para ello, se realizó un análisis didáctico enfocado en la dimensión de contenido matemático (RICO et al., 2008; RICO, 2012; RICO, MORENO, 2016). Los resultados evidencian que en México el tema de sucesiones matemáticas se aborda desde la básica primaria hasta la secundaria y las propuestas de enseñanza abordan el uso de múltiples representaciones y aplicaciones en otras disciplinas. Los significados de las sucesiones matemáticas examinados en el currículo mexicano y en los catorce libros analizados son: conceptual, procedimental, representacional y contextual.

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Effect of an intervention on teachers’ and teaching assistants’ attitudes and academic expectations concerning the educational inclusion of students with Down’s Syndrome

Mora-Castelletto

Muñoz-Montes

Pozo-Tapia

et al. 2021

Rev. CEFAC

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Purpose: to assess the effect of an intervention on educational teams’ attitudes and academic expectations concerning the inclusion of students with Down’s Syndrome (DS), in Chile. Methods: a quasi-experimental single-group study was carried out, with an interdisciplinary pilot intervention held comprising three workshops on inclusive education for teachers and teaching assistants. The Attitudes Towards and Academic Expectations For Down’s Syndrome Students questionnaire (CAEASD in Spanish) was used to assess these variables pre- and post-intervention. Results: 48 subjects participated in this study, with 37 in the experimental group and 11 in the control group. No significant differences were observed in the overall CAEASD score, neither before nor after the intervention (p=0.388). However, in the actions part of the attitude component, there was a significant difference in the experimental group (p<0.05), in which, the proportion of positive changes in the overall CAEASD score was also greater than that in the control group. Conclusion: mentoring had a positive impact on educational teams’ attitudes towards students with DS, helping to develop an inclusive educational community.

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Estudio comparativo de los significados y expectativas de aprendizaje para el tema de límite en tres libros y el currículo oficial

Cited by 3 publications

References 4 publications

Leadership for a Better Future: School Case from Mexico

Leadership for a Better Future: School Case from Mexico

Sucesiones matemáticas en el currículo de México en secundaria

Effect of an intervention on teachers’ and teaching assistants’ attitudes and academic expectations concerning the educational inclusion of students with Down’s Syndrome

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