Browsing by Author "Gomez Zaccarelli, Florencia Sofia"

Now showing 1 - 6 of 6
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    Características de la investigación sobre desarrollo profesional en educación matemática y su aproximación a los aprendizajes de los estudiantes
    (2024) Peri Rubio, Armando José; Gomez Zaccarelli, Florencia Sofia
    Este estudio reporta una revisión sistemática de la literatura sobre programas de Desarrollo Profesional Docente (DPD) en Educación Matemática, enfocada en la aproximación que toman hacia los aprendizajes de los estudiantes. Para ello, se revisaron 35 artículos publicados entre 2008 y 2020 indexados en las bases de datos de WoS y Scopus. Los artículos fueron organizados según el tipo y forma de DPD analizado y, se identificó, en lo específico, su diseño, objetivos e instrumentos de investigación. Como principal resultado, 29 de los 35 artículos revisados declaran alguna mejoría en los aprendizajes de los estudiantes luego de que los docentes participaran de un programa de DPD en matemática. Destaca que solo en menos de la mitad de ellos los aprendizajes de los estudiantes eran declarados objetivo de estudio.
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    Coenseñanza entre docentes de matemáticas y de educación especial para promover la argumentación en el aula
    (2024) Pena Rincon, Pilar Alejandra; Solar Bezmalinovic, Horacio; Gomez Zaccarelli, Florencia Sofia; San Martin Ulloa, Constanza Andrea Del Pilar; UC; Universidad Diego Portales
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    Gestión del aula al servicio de la construcción de ambientes facilitadores para el aprendizaje equitativo
    (Ediciones Universidad Católica de Chile, 2025) Cox Vial, Maria Del Pilar; Gomez Zaccarelli, Florencia Sofia; Guerrero Morales, Patricia Andrea; Lillo Sarno, Veronica Isabel
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    School-University partnership in teacher education: the role of collaboration in constructing teacher identity during practicum
    (2025) Gomez Zaccarelli, Florencia Sofia; Rojas Avilez, Lorena Patricia; Guerrero Morales, Patricia Andrea
    Chilean teacher education programs are typically conducted separately for in-service and pre-service teachers. Integrating these stages could create formative connections that enhance teachers’ abilities to address challenges, such as educational reforms. School-university partnerships can help bridge the gap between pre-service education at universities and actual teaching practice. In a professional development program, pre-service teachers' (PSTs) work was examined during a one-semester teaching practicum while they collaborated with cooperating teachers and university professors. Four PSTs collectively analyzed teaching practices to unravel the design and implementation of teaching and were interviewed twice with a semi-structured protocol and photolanguage methodology. Using three frameworks to explore teacher identity in their discourse and thematic analysis, data shows a shift in pre-service teachers’ identity, facilitated by their involvement in a community of practice comprising members with varying levels of experience. This collaborative analysis of teaching practices transformed their teacher identity from students to teachers.
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    Successfully preparing future mathematics teachers for digital technology integration: a literature review
    (2024) Gomez Zaccarelli, Florencia Sofia; Dockendorff Aguilera, Monika Eugenia
    Over the last several decades, digital technology (DT) integration in teaching and learning mathematics has received considerable attention, as such integration has not led to the expected results. Teacher education is a critical factor – even more important than access to tools and devices – in technology-enhanced teaching and learning. The purpose of this literature review is to examine and systematise core findings of studies that inform mathematics teacher education that supports the integration of digital technologies. We explore key considerations in mathematics teacher education for successfully preparing Prospective Secondary Mathematics Teachers (PSMT) for digital technology integration. This review includes 25 theoretical and empirical articles found using the keywords ‘Digital Technology’ and ‘Mathematics Education’. The review explores different topics that impact teachers’ technology integration classified into six categories according to their varying nature: (1) Mathematical digital competence, (2) Empirical and theoretical justifications, (3) Stages in DT integration, (4) Pedagogies for DT integration, (5) Mathematical skills, and (6) Systemic factors. It articulates and connects several findings reported in the extant literature previously seen as isolated and disconnected.
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    Technology integration levels and related beliefs of Mathematics Teacher Educators in Chile
    (2026) Dockendorff Aguilera, Monika Eugenia; López González, Dany Alexis; Gomez Zaccarelli, Florencia Sofia; Lavicza, Zsolt
    Digital technology integration is a fundamental component of Mathematics Initial Teacher Education. Mathematics Teacher Educators (MTEs) are responsible for providing future teachers with equitable and high-quality technology experiences, given their pervasive role. Technology-related Beliefs of MTEs may influence the frequency and quality of these experiences, although we still lack enough understanding about this influence. To understand the relationship between levels of technology integration reported by Chilean MTEs and their technology-related beliefs, we distributed an online questionnaire to 450 MTEs, obtaining 85 complete responses. We analyzed the data utilizing structural equation modeling (SEM). Results suggest that beliefs explain 49% of MTE’s reported levels of technology integration, where “time-consuming” and “multiple representations” beliefs show the strongest link to MTEs´ levels of technology integration. These findings confirm that beliefs are a highly determining factor for MTEs’ technology integration, are coherent with the local incipient integration of technology, and signal digital technology uses rooted in the mathematical domain. These local findings can also contribute to the broader international context