Relación del festival de matemática organizado por la sociedad de matemática de Chile con la formación en aprendizaje basado en proyectos de los futuros profesores de matemática.
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Esta investigación tiene por objetivo determinar la influencia del Festival de Matemática organizado por la Sociedad de Matemática de Chile en la ciudad de Los Ángeles, en la formación en Aprendizaje Basado en Proyectos como estrategia de enseñanza, en profesores de matemática en formación que han participado como monitores. Actualmente en Chile existen pocas instancias de aprendizaje activo que contribuyan positivamente en el aprendizaje significativo de los estudiantes, un ejemplo de ello son las pocas instancias que hay dentro de la formación inicial docente para desarrollar el Aprendizaje Basado en Proyectos. Al respecto, la Universidad de Concepción (2011) propone un modelo educativo que presenta competencias transversales esperadas por los estudiantes egresados tales como: autonomía, compromiso con la calidad, habilidades de comunicación oral y escrita, uso de las tecnologías de la información y comunicación, pensamiento crítico, habilidad para trabajar en equipos interdisciplinarios, capacidad para tomar decisiones, capacidad de trabajo en equipo, liderazgo, capacidad para realizar un uso responsable, eficiente y eficaz de los recursos disponibles (económicos, materiales y humanos) y capacidad para formular, gestionar e implementar proyectos, entre otras, las cuales son desarrolladas bajo la metodología del Aprendizaje Basado en Proyectos. Con respecto a la metodología, es importante señalar, que es un estudio exploratorio cuyo enfoque es cualitativo y longitudinal. La muestra está constituida por estudiantes de la carrera Pedagogía en Matemáticas de la Universidad de Concepción Campus Los Ángeles, quienes participaron como monitores en el Festival de Matemática, cursaron la asignatura “Gestión y Evaluación de una Feria Escolar” y realizaron al menos una pasantía en un establecimiento educativo en el marco de la Práctica Progresiva de la carrera Pedagogía en Matemáticas. Al finalizar la investigación, se concluye que el haber participado como monitor en el Festival de Matemática contribuye en el desarrollo de las habilidades y actitudes del siglo XXI relacionadas con la modalidad de Aprendizaje Basado en Proyecto. Además, se determina que la participación contribuye en el desarrollo de las competencias de egreso declaradas por la Universidad de Concepción (2011) en su modelo educativo y, resulta factible aplicar dicha metodología en la asignatura de matemáticas en enseñanza media, pues el Festival de Matemática complementa de forma significativa la formación en Aprendizaje Basado en Proyecto, mediante la oportunidad de mostrar a la comunidad los productos finales de los proyectos que se muestran en cada stand, otorgando además a los profesores ideas para aplicar el Aprendizaje Basado en Proyectos en sus clases con sus estudiantes.
The objective of this research is to determine the influence of the Mathematics Festival in the training in Project-Based Learning as a teaching strategy, mathematics teachers to be, who have participated as monitors. Currently in Chile, there are few instances of active learning that contribute positively to meaningful students learning, an example of this is the few instances that exist within the initial teacher training to develop Project-Based Learning. In this way, the University of Concepción (2011) proposes an educational model that presents transversal competences expected by graduate students such as: autonomy, commitment to quality, oral and written communication skills, use of information and communication technologies, critical thinking, ability to work in interdisciplinary teams, ability to make decisions, ability to work as a team, leadership, ability to make responsible, efficient and effective use of available resources (financial, material and human) and ability to formulate, manage and implement projects, among others, which are developed under the Project-Based Learning methodology. Regarding the methodology, it is important to point out that it is an exploratory study, whose approach is qualitative and longitudinal. The sample is made up of Mathematics pedagogy students at the Universidad de Concepción Campus Los Ángeles, who participated as monitors in the Mathematics Festival, took the subject "Management and Evaluation of a School Fair" and at least did one practicum at an educational institution within the framework of the Progressive Practice of Mathematics Pedagogy career. At the end of the research, it is concluded that having participated as a monitor in the Mathematics Festival contributes to the development of 21st century skills and attitudes related to the Project-Based Learning modality. In addition, it is determined that participation contributes to the development of the graduation competences declared by the University of Concepción (2011) in its educational model and, it is feasible to apply this methodology in Mathematics lessons in secondary education, since the Mathematics Festival significantly complements the training in Project-Based Learning, through the opportunity to show the community the final products of the projects that are displayed in each stand, also giving teachers ideas to apply this methodology with students in their lessons.
The objective of this research is to determine the influence of the Mathematics Festival in the training in Project-Based Learning as a teaching strategy, mathematics teachers to be, who have participated as monitors. Currently in Chile, there are few instances of active learning that contribute positively to meaningful students learning, an example of this is the few instances that exist within the initial teacher training to develop Project-Based Learning. In this way, the University of Concepción (2011) proposes an educational model that presents transversal competences expected by graduate students such as: autonomy, commitment to quality, oral and written communication skills, use of information and communication technologies, critical thinking, ability to work in interdisciplinary teams, ability to make decisions, ability to work as a team, leadership, ability to make responsible, efficient and effective use of available resources (financial, material and human) and ability to formulate, manage and implement projects, among others, which are developed under the Project-Based Learning methodology. Regarding the methodology, it is important to point out that it is an exploratory study, whose approach is qualitative and longitudinal. The sample is made up of Mathematics pedagogy students at the Universidad de Concepción Campus Los Ángeles, who participated as monitors in the Mathematics Festival, took the subject "Management and Evaluation of a School Fair" and at least did one practicum at an educational institution within the framework of the Progressive Practice of Mathematics Pedagogy career. At the end of the research, it is concluded that having participated as a monitor in the Mathematics Festival contributes to the development of 21st century skills and attitudes related to the Project-Based Learning modality. In addition, it is determined that participation contributes to the development of the graduation competences declared by the University of Concepción (2011) in its educational model and, it is feasible to apply this methodology in Mathematics lessons in secondary education, since the Mathematics Festival significantly complements the training in Project-Based Learning, through the opportunity to show the community the final products of the projects that are displayed in each stand, also giving teachers ideas to apply this methodology with students in their lessons.
Description
Tesis presentada para optar al título de Profesor de Matemáticas.
Keywords
Aprendizaje activo, Investigación educativa, Pensamiento crítico, Metacognición