Campus Villarrica

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Browsing Campus Villarrica by Subject "04 Educación y calidad"

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    Connecting statistics education and sustainability: beliefs of Primary Education teachers
    (SOC ESPANOLA INVESTIGACION & EDUCACION MATEMATICA-SEIM, 2023) Vásquez Ortiz, Claudia Alejandra; Seckel Santis, María José; Rojas Sateler, Francisco
    Currently, teachers are being challenged to integrate sustainability into school classrooms in various disciplines, and the statistics education is not immune to this trend. Against this backdrop, in this work we investigate the belief system of 11 Chilean primary education teachers who are active in statistics education and its links with sustainability. To this end, we conducted semi-structured interviews and analyzed them using a qualitative methodology under an interpretive approach. The results show that teach-ers acknowledge the integration of statistics education and sustainability as a challenge, identifying as the most recurring topics their mastery of content and the development of skills.
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    Construcción 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.
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    Evaluation of teaching and mathematical knowledge in primary teachers for the teaching of probability
    (ELSEVIER SCIENCE BV, 2014) Vásquez Ortiz, Claudia; Alsina, Angel
    To provide information to transform teaching practice through improved primary school mathematics teacher training (6-12 years), a tool to assess the mathematical knowledge for teaching didactic probability has been designed. For its preparation the model of category analysis of the mathematical-didactic knowledge of the teacher was considered. This model includes four categories of fundamental knowledge: a) content knowledge, b) knowledge of the contents in relation to students, c) content knowledge in relation to education, and d) knowledge of curriculum and intra-and interdisciplinary connections. These categories can identify, classify, analyse and evaluate both the knowledge teachers need for teaching and the knowledge teachers actually implement when teaching a particular content, in this case the one related to the teaching of probability in elementary education. These skills have been being widely investigated in recent years in future teachers. Nevertheless, in Chile, there is very little data concerning current teachers. The analysis of the data will allow, first, to describe the strengths and weaknesses of the various categories of teacher knowledge involved in the teaching of probability, and secondly, relevant information to guide the initial and constant training of teachers in relation to the knowledge needed for the teaching of probability. (C) 2014 The Authors. Published by Elsevier Ltd.