Tertulias literarias dialógicas y grupos interactivos: aportes para mejorar el rendimiento matemático, en Chile.
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Date
2025
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Journal ISSN
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Publisher
Universidad de Concepción
Abstract
El propósito del presente ensayo es determinar las posibles contribuciones de las Tertulias Literarias Dialógicas y los Grupos Interactivos para abordar algunas de las dificultades que repercuten en el bajo rendimiento matemático a nivel nacional. Considerando que los resultados de pruebas estandarizadas reflejan importantes desafíos educativos, en primer lugar, se identifican tres dificultades que influyen en el bajo rendimiento matemático: baja capacidad de memoria de trabajo, elevada ansiedad matemática y desigualdades sociales. Luego, se identifican y analizan las características y estudios sobre Tertulias Literarias Dialógicas y Grupos Interactivos a la luz de estas dificultades. Se concluye que ambas actuaciones promueven habilidades que fortalecerían aspectos cognitivos, emocionales y sociales, respondiendo a la naturaleza multidimensional del rendimiento matemático.
The purpose of this essay is to determine the potential contributions of Dialogic Literary Gatherings and Interactive Groups in addressing some of the challenges that impact low mathematics achievement at the national level. Considering that standardized test results highlight significant educational challenges, three difficulties influencing low mathematical performance are identified: low working memory capacity, high math anxiety, and social inequalities. Subsequently, the characteristics and studies on Dialogic Literary Gatherings and Interactive Groups are identified and analyzed considering these challenges. It is concluded that both practices promote skills that strengthen cognitive, emotional, and social aspects, addressing the multidimensional nature of mathematical performance.
The purpose of this essay is to determine the potential contributions of Dialogic Literary Gatherings and Interactive Groups in addressing some of the challenges that impact low mathematics achievement at the national level. Considering that standardized test results highlight significant educational challenges, three difficulties influencing low mathematical performance are identified: low working memory capacity, high math anxiety, and social inequalities. Subsequently, the characteristics and studies on Dialogic Literary Gatherings and Interactive Groups are identified and analyzed considering these challenges. It is concluded that both practices promote skills that strengthen cognitive, emotional, and social aspects, addressing the multidimensional nature of mathematical performance.
Description
Tesis presentada para optar el título de Profesor de Matemáticas