Adecuaciones curriculares en matemática: una mirada desde el plan de adecuación curricular individual en enseñanza media.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
La presente investigación tiene como objetivo describir el proceso de creación e implementación de los Planes de Adecuación Curricular Individual (PACI) en la asignatura de matemática en enseñanza media, así como analizar las percepciones de los docentes de Matemática y Educación Diferencial respecto a los aportes y desafíos asociados a estos planes. Este estudio adopta un enfoque cualitativo y se basa en entrevistas semiestructuradas realizadas a cuatro docentes de dos establecimientos educacionales de la provincia del Bío Bío, Chile, dos PACI facilitados por las mismas instituciones y las normativas ministeriales vigentes. Los resultados revelan que, aunque los PACI son percibidos como herramientas esenciales para el aprendizaje inclusivo, existen desafíos significativos en su implementación, como la falta de tiempo, la escasa participación colaborativa entre docentes, y la necesidad de capacitaciones específicas. Se concluye que mejorar la colaboración interdisciplinaria y la formación continua es fundamental para optimizar la eficacia de los PACI en el contexto de la asignatura de matemática.
The purpose of this research is to describe the process of creation and implementation of Individual Curricular Adjustment Plans (PACI) in the subject of mathematics in secondary education, as well as to analyze the perceptions of mathematics and special education teachers regarding the contributions and challenges associated with these plans. This study adopts a qualitative approach and is based on semi-structured interviews with four teachers from two educational establishments in the Bío Bío province, Chile, two PACI provided by the same institutions and the ministerial regulations in force. The results reveal that, although PACI are perceived as essential tools for inclusive learning, there are significant challenges in their implementation, such as lack of time, limited collaborative participation among teachers, and the need for specific training. It is concluded that improving interdisciplinary collaboration and continuous training is fundamental to optimize the effectiveness of PACI in the context of the subject of mathematics.
The purpose of this research is to describe the process of creation and implementation of Individual Curricular Adjustment Plans (PACI) in the subject of mathematics in secondary education, as well as to analyze the perceptions of mathematics and special education teachers regarding the contributions and challenges associated with these plans. This study adopts a qualitative approach and is based on semi-structured interviews with four teachers from two educational establishments in the Bío Bío province, Chile, two PACI provided by the same institutions and the ministerial regulations in force. The results reveal that, although PACI are perceived as essential tools for inclusive learning, there are significant challenges in their implementation, such as lack of time, limited collaborative participation among teachers, and the need for specific training. It is concluded that improving interdisciplinary collaboration and continuous training is fundamental to optimize the effectiveness of PACI in the context of the subject of mathematics.
Description
Tesis presentada para al Título Profesional de Profesor de Matemática