Browsing by Author "Francisco Rojas"

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    Elaboración de orientaciones didácticas desde la reflexión docente: el caso del enfoque funcional del álgebra escolar
    (2015) Solar Bezmalinovic, Horacio; Francisco Rojas
    AbstractOur research focuses on the development of teaching guidelines that emerge from the teacherreflective process through the design and implementation of a teaching sequence. The developmentof teaching guidelines in conjunction with the teacher is highlighted as the focus of our research, asit allows the promotion of a more active role of teachers in educational innovation processes,specifically those related to the development of school algebra. From this collaborative approach,the case of Marta is presented, whose reflections helped to develop teaching guidelines for the workin growing patterns for levels 5 and 6 of elementary education (10-12 years). As a main result, it hasbeen observed that the development of teaching guidelines is the product of the interrelationbetween different dimensions of mathematical knowledge for teaching (MKT): specializedknowledge of content, knowledge of content and students, and content and teaching. Themethodology used for the development of these guidelines has been a tool that has shown to be verypowerful to promote the emergency of teacher's deep reflections and has generated appropriateteaching guidelines for working in school algebra from a functional perspective.
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    Propuesta de un Modelo de Competencia Matemática como articulador entre el currículo, la formación de profesores y el aprendizaje de los estudiantes
    (2014) Solar Bezmalinovic, Horacio; Bernardo García; Francisco Rojas; Arnulfo Coronado
    This essay aims to present research results on two key aspects of mathematical competencies: a conceptualization process of competencies and a proposed Mathematical Competence Model (mcm) to articulate the curriculum organization, teaching and the mathematics students learning activity. In this process research problems are presented that contribute to strengthen mathematical competencies as a research line and show the convergence of the research activity of the Mathematical Competencies in Chile (commat) group and of the Integrated Institutional Development of Colombia (dii). The Mathematical Competence Model (mcm) and Theoretical Model to the Priori (mtp), a derivative thereof, constitute the core of this proposal because they contribute to: a) transform the curricular organization of school mathematics by taking the mathematical processes as the curricular axis; b) reorient the students mathematics learning activity articulating the cognitive, affective and action tendency aspects of competencies; c) reorient teacher's practices by explaining the process of how mathematical competencies are mobilized and progress.