Caracterización de las competencias matemáticas en la iniciación a la práctica reflexiva de profesores de educación básica primaria del Instituto Técnico Ambiental San Mateo de Yopal, Casanare
This undergraduate work was developed under the qualitative approach, with the intention of characterizing the mathematical competences from the collective reflection in a group of teachers of the basic primary of the ITA; From the theory of reflexive practice developed by Perrenoud (2004), who...
| Autor Principal: | Gómez Pulido, Sandra Rocío |
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| Otros Autores: | Gutiérrez Medina, Rosa Edilma |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la educación. Maestría en Docencia (Extensión Yopal).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18694 |
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| Sumario: |
This undergraduate work was developed under the qualitative approach, with the intention
of characterizing the mathematical competences from the collective reflection in a group of
teachers of the basic primary of the ITA; From the theory of reflexive practice developed by
Perrenoud (2004), who provided elements to understand teacher training, especially lifelong
learning.
For this purpose action research was proposed as a design for the study of a social situation,
in this case the reflection on the teaching practices of teachers. The action plan had two phases: to
design and validate a didactic sequence for the development of competences, being an input to
carry out the second action, the collective analysis of the practice to reflect on the characteristics
of the teaching processes that favor the development of Mathematical skills. From the results
obtained, a proposal of intervention for the permanent formation of the professors is developed
that promotes the resignification of the practices of Teaching and of Learning and allow for the
future to form and to transform the ITA. It was on this last one where the collection and analysis
of the information was carried out.
With the analysis of data it was possible to see that the teachers reflect on the action and on
the same, which favored the initiation to the reflexive practice and a progress in the
characterization of the planning and management of the teaching and learning of the
mathematical competences.
Keywords: mathematical competences, didactic sequences, didactic transposition, reflexive
practice, planning and management |
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