Browsing by Author "Cifuentes Orellana, María Beatriz"

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    Intellectual authority and participation in group work
    (2025) Cifuentes Orellana, María Beatriz; Solar Bezmalinovic, Horacio
    In group work, learning is mediated by participation: participation involves actively contributing to group decisions and activities and accepting these contributions from peers. From this starting point, we integrate the perspective of power relations, assuming that classroom interactions are not neutral and that asymmetries may mediate students’ participation in group work. Although there are studies on the distribution of intellectual authority among peers, how intellectual authority is related to participation has yet to be studied more deeply. Our study’s primary purpose is to understand how the distribution of intellectual authority relates to participation in group work. A qualitative approach research and case study was conducted. Participants are four groups of elementary and middle-school students from two large cities in Chile. Through deductive-inductive coding performed by constant comparison, three different modes of distribution of intellectual authority were found: shared, concentrated, and disputational. Opposite to concentrated authority, shared authority is related to the predominance of cohesive group work. Disputational authority is related to group fragmentation and invalidating discourses among students. In conclusion, by having autonomy in the distribution of authority in group work, students build participation structures that can give or take away the floor to the contributions of others. Implications are discussed.
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    Metacognición en tareas de modelado matemático con estudiantes de Educación Primaria en Chile
    (2025) Aravena-Díaz, María D.; Solar Bezmalinovic, Horacio; Cárcamo Mansilla, Noemí; Cifuentes Orellana, María Beatriz
    This research article presents the characterization of the metacognitive strategies and socio-emotional experiences that primary school students activate when solving mathematical modeling tasks. A qualitative methodology was used, employing a multiple case study with an exploratory scope. Two work groups from 1st and 3rd grade were selected to closely observe the metacognitive strategies and experiences that children activate when solving tasks through collaborative group work. Video recordings were made while they solved the modeling tasks and were coded in Atlas.ti. For the analysis, category systems were used for metacognitive strategies and socio-emotional experiences, and these were cross-referenced with the phases of the modeling cycle. The analysis results show that 1st-grade children activated procedural strategies in the early stages of the modeling cycle, while 3rd-grade students used planning and monitoring strategies during the simplification, mathematization, and mathematical work phases. The most significant feelings of enjoyment, discouragement, and lack of control were generated during these phases. Both groups regulate their emotional reactions to persist in the task, controlling themselves to avoid distractions from the team. The regulation strategies were activated during the solution interpretation and model validation phases for both groups. In the 3rd-grade group, feelings of enjoyment and confusion emerged when they projected the model, detecting its strengths and limitations.
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    Regulación y andamiaje de la participación en el trabajo grupal en matemáticas
    (2026) Cifuentes Orellana, María Beatriz; Solar Bezmalinovic, Horacio; Pontificia Universidad Católica de Chile. Facultad de Educación
    Partiendo de la base de que el aprendizaje ocurre gracias a la mediación de otras personas e integrando las evidencias de que en el trabajo grupal pueden emerger barreras para la participación, esta investigación tiene por objetivo central caracterizar cómo los/as estudiantes regulan socialmente su participación grupal en clases de matemáticas cuando trabajan de manera independiente y cuando reciben andamiaje por parte de sus profesores. Para abordarlo se realizó un estudio de caso múltiple de enfoque cualitativo. De un proyecto anterior se seleccionaron videos de 3 profesoras de matemáticas y 6 grupos de estudiantes. Mediante una estrategia que combinó codificación deductiva e inductiva, se analizaron las interacciones de los/as estudiantes y las intervenciones docentes. Se encontró que la regulación social de la participación ocurre por medio de la distribución de autoridad intelectual entre los/as estudiantes la que puede ser: compartida, concentrada y estar en disputa. En cuanto al andamiaje de la participación, se encontró que las intenciones docentes se centran en la tarea matemática, identificándose desafíos en lo que respecta a estrategias para andamiar la participación ante la presencia de barreras para el aprendizaje y la participación. Se discuten implicaciones para el estudio de la regulación social y la formación docente.