Didactic tendencies of some university mathematics teachers
The article presents an analysis of the teaching work of teachers of the Degree in Mathematics of the Pedagogical and Technological University of Colombia, which can be considered as a starting point to improve classroom practices. The theoretical approach is that of class...
| Main Authors: | , , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040 |
| _version_ | 1801706443773050880 |
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| author | Leguizamón, José Francisco Jiménez, Alfonso Chaparro, Arley Zamir |
| author_facet | Leguizamón, José Francisco Jiménez, Alfonso Chaparro, Arley Zamir |
| author_sort | Leguizamón, José Francisco |
| collection | OJS |
| description | The article presents an analysis of the teaching work of teachers of the Degree in Mathematics of the Pedagogical and Technological University of Colombia, which can be considered as a starting point to improve classroom practices. The theoretical approach is that of class models proposed by Porlán, complemented by Piaget’s classical constructivism, Vygotsky’s socio-cultural approach, and Bruner’s interactionism. The research methodologyis mixed, with a descriptive scope. The instruments used to collect information were questionnaires and unstructured interviews. The results show that most of the teachers who participated in the research: design their classes based on operational objectives; assess through the application of objective tests, posed especially as guides; and consider that learning occurs through a progressive process of concept assimilation. According to the aforementioned, it is evident that the characteristics of teachers’ practices are associated with a technological didactic tendency. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11040 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-110402021-07-13T03:57:07Z Didactic tendencies of some university mathematics teachers Tendencias didácticas de algunos docentes universitarios de matemáticas Tendências didáticas de alguns docentes universitários de matemática Leguizamón, José Francisco Jiménez, Alfonso Chaparro, Arley Zamir mathematics education university teacher teaching tendencies enseñanza de las matemáticas profesor universitario tendencias didácticas ensino de matemática professor universitário tendências didáticas The article presents an analysis of the teaching work of teachers of the Degree in Mathematics of the Pedagogical and Technological University of Colombia, which can be considered as a starting point to improve classroom practices. The theoretical approach is that of class models proposed by Porlán, complemented by Piaget’s classical constructivism, Vygotsky’s socio-cultural approach, and Bruner’s interactionism. The research methodologyis mixed, with a descriptive scope. The instruments used to collect information were questionnaires and unstructured interviews. The results show that most of the teachers who participated in the research: design their classes based on operational objectives; assess through the application of objective tests, posed especially as guides; and consider that learning occurs through a progressive process of concept assimilation. According to the aforementioned, it is evident that the characteristics of teachers’ practices are associated with a technological didactic tendency. Se presenta un análisis sobre el quehacer docente de profesores de la Licenciatura en Matemáticas de la Universidad Pedagógica y Tecnológica de Colombia, que puede considerarse como un punto de partida para mejorar las prácticas de aula. El enfoque teórico es el de modelos de clase propuesto por Porlán, complementado con el constructivismo clásico de Piaget, el enfoque sociocultural de Vygotsky y el interaccionismo de Bruner. La metodología de investigación es mixta, con alcance descriptivo. Los instrumentos de recolección de información fueron los cuestionarios y la entrevista no estructurada. Los resultados muestran que la mayoría de los docentes que participaron en el estudio: diseñan sus clases con base en objetivos operacionales; evalúan mediante la aplicación de pruebas objetivas, planteadas especialmente como guías; y consideran que el aprendizaje ocurre mediante un proceso progresivo de asimilación de concepto. De acuerdo con lo anterior, se evidencia que las características de las prácticas de los profesores se asocian con una tendencia didáctica tecnológica. O artigo apresenta uma análise sobre o afazer docente de professores do Bacharelado em Matemática da Universidade Pedagógica e Tecnológica da Colômbia, que pode ser considerada como ponto de partida para melhorar as práticas na sala de aula. A abordagem teórica é a dos modelos proposta por Porlán, complementada pelo construtivismo clássico de Piaget, a abordagem sociocultural de Vygotsky e o interacionismo de Bruner.A metodologia de pesquisa é misturada, com alcance descritivo. Os instrumentos de colheita da informação foram os questionários e a entrevista não estruturada. Os resultados mostram que a maioria dos docentes que participaram do estudo: planejam suas aulas combase em objetivos operacionais; avaliam através da aplicação de testes objetivos, planteados especialmente como guias; e consideram que a aprendizagem ocorre através de um processo progressivo de assimilação de conceito. De acordo com o acima exposto, evidencia-se que as características das práticas dos professores estão associadas a uma tendência didática tecnológica. Universidad Pedagógica y Tecnológica de Colombia 2020-05-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040 10.19053/22160159.v11.n26.2020.11040 Praxis & Saber; Vol. 11 No. 26 (2020): Educación matemática; e11040 Praxis & Saber; Vol. 11 Núm. 26 (2020): Educación matemática; e11040 Praxis & Saber; Vol. 11 No 26 (2020): Educación matemática; e11040 Praxis & Saber; V. 11 N. 26 (2020): Educación matemática; e11040 Praxis & Saber; v. 11 n. 26 (2020): Educación matemática; e11040 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040/9306 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040/9307 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040/9308 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040/10370 Derechos de autor 2020 José Francisco Leguizamón, Alfonso Jiménez, Arley Zamir Chaparro |
| spellingShingle | mathematics education university teacher teaching tendencies enseñanza de las matemáticas profesor universitario tendencias didácticas ensino de matemática professor universitário tendências didáticas Leguizamón, José Francisco Jiménez, Alfonso Chaparro, Arley Zamir Didactic tendencies of some university mathematics teachers |
| title | Didactic tendencies of some university mathematics teachers |
| title_alt | Tendencias didácticas de algunos docentes universitarios de matemáticas Tendências didáticas de alguns docentes universitários de matemática |
| title_full | Didactic tendencies of some university mathematics teachers |
| title_fullStr | Didactic tendencies of some university mathematics teachers |
| title_full_unstemmed | Didactic tendencies of some university mathematics teachers |
| title_short | Didactic tendencies of some university mathematics teachers |
| title_sort | didactic tendencies of some university mathematics teachers |
| topic | mathematics education university teacher teaching tendencies enseñanza de las matemáticas profesor universitario tendencias didácticas ensino de matemática professor universitário tendências didáticas |
| topic_facet | mathematics education university teacher teaching tendencies enseñanza de las matemáticas profesor universitario tendencias didácticas ensino de matemática professor universitário tendências didáticas |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11040 |
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