Curiosidad en el proceso de aprendizaje de estudiantes de quinto básico en el contexto del razonamiento inferencial informal.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La investigación se centra en el estudio de la manifestación de la curiosidad en estudiantes de quinto básico que participan en clases asociadas a tareas de razonamiento inferencial informal en matemáticas. A través de la literatura se identifica que las prácticas tradicionales de enseñanza en matemáticas pueden obstaculizar el desarrollo de esta disciplina y la curiosidad en los estudiantes, lo que puede conducir a una disminución de la curiosidad a medida que avanzan en su educación formal. Para esto, se planteó como objetivo “Explorar la manifestación de la curiosidad en estudiantes como resultado de su participación en clases de quinto básico asociadas a tareas de razonamiento inferencial informal” y se optó por un enfoque metodológico de carácter comprensivo interpretativo cualitativo orientado por teoría fundamentada. Los participantes son estudiantes del sistema educacional chileno de quinto básico, con quienes se implementaron clases diseñadas en el contexto del Estudio de Clases. Para estudiar la curiosidad las clases fueron filmadas y transcritas en su totalidad, para luego, una de ellas, ser codificada mediante los procesos de codificación abierta, axial y selectiva. Como resultado de este estudio, se identificó desde los datos la estructura teórica de la curiosidad manifestada por los estudiantes en el contexto de tareas de razonamiento inferencial informal y a su vez aspectos de la clase y de la gestión del docente que la promueven en el aula.
The research focuses on the study of the manifestation of curiosity in fifth grade students who participate in classes associated with informal inferential reasoning tasks in mathematics. Through the literature it is identified that traditional teaching practices in mathematics can hinder the development of this discipline and curiosity in students, which can lead to a decrease in curiosity as they advance in their formal education. For this purpose, the objective was “To explore the manifestation of curiosity in students as a result of their participation in fifth grade classes associated with informal inferential reasoning tasks” and a qualitative comprehensive-interpretative methodological approach oriented by grounded theory was chosen. The participants are fifth grade students from the Chilean educational system, with whom classes designed in the context of the Classroom Study were implemented. To study curiosity, the classes were filmed and transcribed in their entirety, and then one of them was coded through the processes of open, axial and selective coding. As a result of this study, the theoretical structure of the curiosity manifested by the students in the context of informal inferential reasoning tasks was identified from the data, as well as aspects of the class and the teacher's management that promote it in the classroom.
The research focuses on the study of the manifestation of curiosity in fifth grade students who participate in classes associated with informal inferential reasoning tasks in mathematics. Through the literature it is identified that traditional teaching practices in mathematics can hinder the development of this discipline and curiosity in students, which can lead to a decrease in curiosity as they advance in their formal education. For this purpose, the objective was “To explore the manifestation of curiosity in students as a result of their participation in fifth grade classes associated with informal inferential reasoning tasks” and a qualitative comprehensive-interpretative methodological approach oriented by grounded theory was chosen. The participants are fifth grade students from the Chilean educational system, with whom classes designed in the context of the Classroom Study were implemented. To study curiosity, the classes were filmed and transcribed in their entirety, and then one of them was coded through the processes of open, axial and selective coding. As a result of this study, the theoretical structure of the curiosity manifested by the students in the context of informal inferential reasoning tasks was identified from the data, as well as aspects of the class and the teacher's management that promote it in the classroom.
Description
Tesis presentada para optar al título de Profesor de Educación General Básica con Mención en Matemática y Ciencias Naturales
Keywords
Curiosidad (Psicología infantil), Razonamiento Enseñanza básica, Enseñanza aprendizaje