Browsing by Author "Vásquez Ortiz, Claudia"
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- ItemAlfabetización estadística y probabilística : primeros pasos para su desarrollo desde la Educación Infantil.(2018) Vásquez Ortiz, Claudia; Diaz-Levicoy, D.; Coronata Ségure, Claudia; Alsina, A.
- ItemAlicia en el país de las probabilidades(2019) Vásquez Ortiz, Claudia
- ItemAn approach to didactic-mathematical knowledge of future basic education teachers to teach elementary mathematics(2021) Pincheira Hauck, Nataly Goreti; Vásquez Ortiz, Claudia; Giacomone, B.
- ItemAnálisis de un proceso de práctica profesional orientado a la reflexión docente(2017) Rivas Catricheo, Hernán; Vásquez Ortiz, Claudia; Pincheira Hauck Nataly Goreti; Contreras, J. M.; Arteaga, P.; Cañadas, G. R.; Gea, M. M.; Giacomone, B.; López Martín, M. M.La reflexión sobre la práctica es reconocida como una competencia importante en losprocesos de formación inicial y continua del profesorado. En el caso de la formacióninicial, la práctica profesional constituye una instancia privilegiada para favorecer procesosreflexivos, dada la oportunidad que tienen los futuros profesores de asumir por completo elrol de profesor en espacios naturales de enseñanza. Sin embargo, se requiere contar conherramientas que orienten una reflexión fundada. En este estudio aplicamos la noción dehecho didáctico significativo en conjunto con una guía de reflexión, ambos basados en lanoción de idoneidad didáctica, con el fin de orientar el análisis y la reflexión durante unproceso de práctica profesional enfocado en la enseñanza de la matemática.
- ItemAnalysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?(MDPI, 2021) Vásquez Ortiz, Claudia; Alsina, AngelThis study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the "probability tasks " dimension from the "Observation Instrument for Probability Classes " (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.
- ItemAnalysis of statistical variability activities in secondary education textbooks : a study from an international proposal standpoint(2021) Rodríguez Alveal, F.; Díaz Levicoy, D.; Vásquez Ortiz, Claudia
- ItemAttitudes towards mathematics in future elementary school teachers(2020) Seckel, M. J.; Parra, J. H.; Vásquez Ortiz, Claudia; Bravo, F.; Giacomone, B.
- ItemAttitudes towards probability and its teaching in prospective mathematics teachers from Chile and Spain(2020) Ruz, F.; Molina Portillo, E.; Vásquez Ortiz, Claudia; Contreras, J. M.
- ItemBelief system of future teachers on education for sustainable development in math classes(Universidad Nacional, 2020) Vásquez Ortiz, Claudia; Seckel, María José; Alsina, Ángel© Universidad Nacional. All rights reserved.This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.
- ItemBuilding a model for observing the educational practice of mathematics teachers(MDPI, 2021) Ramos Rodriguez, Elisabeth; Vásquez Ortiz, Claudia; Valenzuela Molina, Macarena; Ruz, Felipe© 2021 by the authors. Licensee MDPI, Basel, Switzerland.This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.
- Item¿Cómo desarrollar la alfabetización probabilística en Educación Primaria?(2017) Vásquez Ortiz, Claudia; Alsina, A.
- Item¿Cómo desarrollar la alfabetización probabilística en primaria?(2017) Vásquez Ortiz, Claudia; Alsina i Pastells, Ángel
- ItemConocimiento Didáctico-Matemático en profesores de Educación Básica para la enseñanza de la Probabilidad(2014) Vásquez Ortiz, Claudia; Alsina, Ángel
- ItemConocimiento Didáctico-Matemático para la Enseñanza de la Matemática Elemental en futuros profesores de educación básica : diseño, construcción y validación de un instrumento de evaluación(2018) Pincheira Hauck, Nataly Goreti; Vásquez Ortiz, Claudia
- ItemConocimiento especializado del profesorado de educación básica para la enseñanza de la probabilidad(2019) Vásquez Ortiz, Claudia; Alsina i Pastells, Ángel
- ItemConocimiento matemático y didáctico en profesores de primaria para la enseñanza de las probabilidades(2013) Vásquez Ortiz, Claudia; Alsina i Pastells, Ángel
- ItemConstrucción y validación de un instrumento de observación de clases de probabilidad(2020) Vásquez Ortiz, Claudia; Alsina i Pastells, Ángel; Pincheira Hauck, Nataly Goreti; Gea Serrano, María M.; Chandia Muñoz, Eugenio C.The process of construction and validation of a tool to observe students at lectures on probability in Primary Education is here presented. Firstly, the specific dimensions, components and levels in the construction process are described; secondly, the results of the content validity process are exposed through expert judgment and subsequent application; and finally, we reflect on the double functionality of the instrument: 1) to improve the knowledge of mathematics teachers when teaching probability; 2) to promote their professional development, with the purpose of designing intervention plans that contribute to the improvement of the teaching of probability.
- ItemConstrucciones mentales para el aprendizaje del concepto de probabilidad: un estudio de caso(2014) Vásquez Ortiz, Claudia; Parraguez González, Marcela
- ItemDe la competencia matemática a la alfabetización probabilística en el aula: elementos para su caracterización y desarrollo(2016) Alsina i Pastells, Ángel; Vásquez Ortiz, Claudia
- ItemEducation for Sustainable Development in Primary Education Textbooks-An Educational Approach from Statistical and Probabilistic Literacy(MDPI, 2021) Vásquez Ortiz, Claudia; Garcia Alonso, Israel; Seckel, Maria Jose; Alsina, AngelBased on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6-14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.