%0 Journal Article
%T Discurso y Pensamiento en el Aula Matem芍tica Chilena Discourse and Thought in the Chilean Mathematics Classroom
%A David Preiss
%A Antonia Larra赤n
%A Susana Valenzuela
%J Psykhe (Santiago)
%D 2011
%I Pontificia Universidad Cat車lica de Chile
%X Este estudio tuvo por objetivo explorar la naturaleza de los procesos de pensamiento matem芍tico presentes en el discurso de profesoras y profesores que ense an en el segundo ciclo de educaci車n b芍sica de escuelas p迆blicas en Chile. Se codificaron 77 videos de clases de profesores participantes en el Sistema de Evaluaci車n Nacional Docente del Gobierno de Chile, en base a una r迆brica que distingu赤a 4 formas de pensamiento matem芍tico: resoluci車n mec芍nica de problemas, resoluci車n razonada de problemas, presentaci車n mec芍nica de la informaci車n y presentaci車n razonada de la informaci車n. Se realizaron an芍lisis descriptivos y an芍lisis multivariados de varianza. Los resultados evidencian que el pensamiento matem芍tico docente est芍 focalizado en la presentaci車n mec芍nica de informaci車n y la resoluci車n mec芍nica de problemas. Los profesores que ense an en 5∼ y 6∼ grado dedican significativamente menos tiempo a resoluci車n de problemas que los profesores que ense an en 7∼ y 8∼ grado. Los resultados son coherentes con evidencia proveniente de otros estudios que muestran la adherencia de los profesores chilenos a una pedagog赤a intuitiva externalista, centrada en la pr芍ctica repetida de procedimientos. The goal of this study was to explore the nature of the processes of mathematical thinking evidenced in the discourse of teachers working at Chilean middle-school level public schools. Seventy seven classroom videos filmed as a part of the Chilean Government National Teaching Assessment System were coded according to a rubric that distinguished 4 forms of mathematical thinking: mechanic problem solving, reasoned problem solving, mechanic information presentation, and reasoned information presentation. Descriptive analysis and multivariate analyses of variance were performed. The results evidence that teachers' mathematical thinking is focused on mechanic information presentation and mechanic problem solving. Teachers working in 5th and 6th grade classrooms significantly allocate less time to problem solving than teachers working in 7th and 8th grade classrooms. These results are coherent with previous evidence showing that Chilean teachers adhere to an intuitive pedagogy focused on the repeated practice of procedures.
%K pensamiento p迆blico
%K ense anza de matem芍ticas
%K estudio de video
%K public thinking
%K teaching of mathematics
%K video study
%U http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282011000200011