Columna de Horacio Solar: “Discusión, inclusión y colaboración docente: desafíos para el aprendizaje de las matemáticas en una educación remota”

Una manera de abordar los desafíos de la educación remota es poner por delante las políticas educativas existentes con foco en las habilidades matemáticas, prácticas de inclusión y colaboración entre docentes en el aula de matemáticas

Estamos a casi un año desde que comenzó la crisis sanitaria por el Covid-19, un contexto que nos has puesto a prueba la capacidad de las escuelas, docentes y estudiantes ante la necesidad de la enseñanza y aprendizaje mediante clases online. Podríamos decir que el éxito o fracaso de las clases remotas no pasa por la preparación de las y los docentes para utilizar los recursos digitales, ni tampoco por características personales de los estudiantes, sino por el acceso a la conectividad. En los casos en que los estudiantes acceden a una conectividad media a internet, las escuelas y docentes han podido implementar plataformas para conducir las clases. Sin embargo, sabemos que gran parte de las y los estudiantes tiene un acceso limitado a internet y, en estos casos, varios de las y los profesores se las han ingeniado para aprovechar las redes sociales (Instagram, Facebook, WhatsApp) para preparar recursos como cápsulas de videos y subir materiales.

Estas acciones están respondiendo a las necesidades educativas, pero hay puntos que están quedando “fuera de control”. En el transcurso de los últimos años, ha habido un importante avance en las escuelas, en particular en las clases de matemáticas, por generar oportunidades de aprendizaje e interacción con el otro/a, donde los estudiantes puedan discutir sus resultados, procedimientos y razonamientos. A lo largo de los años he podido constatar por medio de la investigación, y por la experiencia de muchos docentes, que la habilidad de argumentación ha cobrado principal relevancia en el aula de matemática. Pero las oportunidades de discusión en las clases remotas, prácticamente, ha desaparecido ya que se ha tenido que privilegiar la grabación de clases (de carácter expositivo) o bien el uso de recurso de aprendizaje online en matemáticas que, si bien pueden involucrar mucho al estudiante, están diseñados para un aprendizaje individual. La pregunta de cómo generar experiencias de aprendizaje mediante interacciones es un desafío en esta nueva modalidad de clases remotas. Qué decir de hacerse cargo del alto nivel de segregación y desigualdad en los resultados de aprendizaje en matemáticas de las y los estudiantes de distintos niveles educativos y sectores sociales; y de la incorporación de prácticas colaborativas entre docentes que se habían instalado en las escuelas desencadenada por normativas tales como el Decreto 170/2009 y la Ley 20.903/2016.

Es claro, entonces, que la crisis sanitaria por el Covid-19 ha generado el gran desafío de desarrollar procesos de educación a distancia, sin que el sistema educativo estuviera necesariamente preparado para ello. Lo problemático es que las respuestas dadas a las crisis pueden traducirse en propuestas que no estén asociadas a investigaciones contextualizadas ni a necesidades de las escuelas, sino que al imperativo de responder al sentido de urgencia que generan (Sears & Hyslop-Margison, 2007). Por tanto, las soluciones emergentes pueden tener como efecto colateral profundizar en la segregación y desigualdad en los resultados de aprendizaje y en prevalecer oportunidades de aprendizaje de índole individual.

Una manera de abordar esto, es poner por delante las políticas educativas existentes con foco en las habilidades matemáticas, prácticas de inclusión y colaboración entre docentes en el aula de matemáticas. Aquí algunos ejemplos para poner en práctica estas políticas:

Incorporar tareas matemáticas desafiantes en que las y los estudiantes tengan que resolver problemas no rutinarios o tengan que ponerse de acuerdo en qué modelos matemáticos aplicar a un problema. Ejemplos de estas actividades las pueden encontrar en las rutas de aprendizaje en matemáticas descritas en la Propuestas Educación Mesa Social Covid-19 (2020).
Utilizar los recursos para generar oportunidades de aprendizaje en discusión: por ejemplo, estudiantes se organizan en grupos de WhatsApp para interpretar información de gráficos e intercambian los datos con otro grupo para contrastar las interpretaciones de los mismos.
Una colaboración entre docentes para monitorear el desarrollo de habilidades en contexto de educación a distancia: el monitoreo de habilidades matemáticas, tales como modelar o argumentar es una tarea que requiere de mucho tiempo, más aún con clases a distancia. Contar con apoyo, por ejemplo, de docentes diferenciales en conjunto con docentes de matemáticas, favorecería este monitoreo.
Desarrollar prácticas inclusivas: La argumentación puede entenderse como una práctica inclusiva, puesto que es una herramienta clave para el desarrollo de clases dialógicas, en las que todas y todos los estudiantes tienen oportunidades de participar y de responsabilizarse de la construcción colaborativa del conocimiento matemático. La colaboración entre docentes es clave para generar argumentación en clases a distancia.

Para lograr incorporar la discusión, prácticas de inclusión y la colaboración docente en el aprendizaje de las matemáticas en una educación remota, se requiere de propuestas innovadoras que integren los avances recientes en el campo de la educación matemática, además de un trabajo colaborativo e interdisciplinar entre docentes. La crisis sanitaria nos ha remecido, dándonos la oportunidad de poder innovar en educación en aspectos inimaginables a principios del año 2020.

Horacio Solar
hsolar@uc.cl

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1 × SELECT u.* FROM educacion_users u
1 × SELECT `id` FROM `educacion_usergroups
1 × SELECT folder AS type, element AS name, params FROM educacion_extensions
1 × SELECT `path` FROM educacion_rsfirewall_ignored
1 × SELECT id, rules FROM `educacion_viewlevels
1 × SELECT b.id FROM educacion_usergroups AS a LEFT JOIN educacion_usergroups AS b ON b.lft <= a.lft AND b.rgt >= a.rgt
1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1746092790;s:18:\"session.timer.last\";i:1746092790;s:17:\"session.timer.now\";i:1746092790;s:24:\"session.client.forwarded\";s:12:\"3.16.165.149\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1746092792'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('e326f40cd0e183906b2bb341c43f834a', 0, '1746092790'

Columna de Horacio Solar: “Discusión, inclusión y colaboración docente: desafíos para el aprendizaje de las matemáticas en una educación remota”

¿Qué se estudia en las carreras de Pedagogías UC?

Académicas y académicos de Educación UC realizan conversatorio sobre Metodología ABP

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user

Información de Perfil

Uso de Memoria

Registro Database

44 Registro Consultas

34 Tipos de consultas del registro, Ordenado por acontecimientos.

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OTRAS Tablas: