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Editorial
Javier Díez-Palomar1
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to Creative Commons Attribution License (CC-BY).
Editorial
Javier Díez-Palomar
Universidad de Barcelona
Referencias
http://redimat.hipatiapress.com
To cite this article: Panthi, R.K., Luitel, B.C., and Belbase, S. (2018).
Teachers’ perception of social justice in mathematics classrooms.
REDIMAT, 7(1), 7-37. doi: http://dx.doi.org/10.17583/redimat.2018.2707
The terms and conditions of use are related to the Open Journal System and
to Creative Commons Attribution License (CC-BY).
REDIMAT, Vol. 7 No. 1 Febrero 2018 pp. 7-37
Abstract
The purpose of this study was to explore mathematics teachers’ perception of social
justice in mathematics classrooms. We applied interpretive qualitative method for
data collection, analysis, and interpretation through iterative process. We
administered in-depth semi-structured interviews to capture the perceptions of three
mathematics teachers about social justice in mathematics classroom at three public
secondary schools in Kathmandu. We carried out multiple layers of thematic analysis
and interpretation of the narratives from the interview data. Altogether five themes on
perception of social justice emerged from the analysis of the data. These themes were
associated with - equality, equity, fairness, social process, and caring students.
Implications of the study have been discussed at the end.
Resumen
El propósito de este estudio fue explorar la percepción de los maestros de matemáticas
sobre la justicia social en las aulas de matemáticas. Aplicamos un método
interpretativo cualitativo para la recopilación, el análisis y la interpretación de los
datos, a través de un proceso iterativo. Administramos entrevistas en profundidad
semiestructuradas para capturar las percepciones de tres profesores de matemáticas
sobre la justicia social en el aula de matemáticas en tres escuelas secundarias públicas
de Katmandú. Llevamos a cabo múltiples capas de análisis temático e interpretación
de las narraciones de los datos de la entrevista. En total, cinco temas sobre la
percepción de la justicia social surgieron del análisis de los datos. Estos temas se
asociaron con: igualdad, equidad, equidad, proceso social y estudiantes afectuosos.
Implicaciones del estudio han sido discutidas al final.
S ocial justice has been one of the major issues in education in general
and mathematics education in particular. What mathematics is taught
in the classroom? Whose mathematics is taught? Who teaches
mathematics and to whom? How do teachers teach the subject in the
classroom? What context teachers use in teaching mathematics? How do
students participate in learning mathematics? How do parents support their
children in learning mathematics? How does school system maintain access
to the resources for students? Do all students have access to resources to learn
mathematics? Does education policy support equitable mathematics
education for all students? How does power and politics play a role in
supporting or hindering students’ empowerment through learning of
mathematics? These questions and others have been the major concerns of
mathematics education community in recent years. This paper is developed
around these questions. Now what follows in this paper are - theoretical
foundation of social justice in mathematics classroom, research method,
findings and discussion, and implication of the study.
Social justice in education is a phenomenon in which children are
provided with equal opportunities to learn and grow. Bell (2007) views, “The
goal of social justice is full and equal participation of all groups in a society
that is mutually shaped to meet their needs” (p. 1). Thus, teaching for social
justice refers to the application of "good teaching strategies" to support all
types of students in a classroom with an expectation of success for all
students, irrespective of their gender, social and economic background, level
of intelligence and ability. Social justice in education also refers to equity,
justice and fairness in teaching and learning. In other words, it refers to a
situation in which all students have equal right or equal treatment. Gates and
Jorgensen (2009) describe different forms of social justice: (i) moderate form
that focuses on equity and fairness (ii) liberal form that sees classroom as a
social organ and the relationships in a class room as a key feature in
classroom interaction, and (iii) radical form that recognizes structural
inequality and seeks to redress the ways in which inequality is built into
existing practices.
If we relate the concept of social justice to classroom, it refers to a class
in which all students’ voices are equally heard, they are treated equally, their
views are respected, and they get equal opportunity to learn, suggesting that
it has equity. According to OECD (2012), social justice has two dimensions:
fairness and inclusion. Fairness involves individual and social situations such
8 Panthi et al. – Teachers’ perception of social justice
contains value and appreciation of social norm and distinct culture. It values
equal access to materials provided to all. Participative dimension addresses
capacity and opportunity to actively participate in decision-making
(Cochran-Smith, 2009). Social justice embodies individual and social issues
but given special attention, it must not focus only on large and community
issues (North, 2008).
Social justice in teaching has been defined by scholars based on their
worldviews. For example, Cotton and Hardy (2004) define it as “a way of
working that accounts for, and works with, the links between oppressions,
inequalities and exploitations that we see inside and outside our schools and
classrooms” (p. 90). Tanko (2012) defined socially just teaching as a way of
teaching that helps learners to understand their world better and enables them
to seek their justifiable share of benefits in their society, while contributing
to its positive development. It also includes issues of equal opportunities for
jobs and income, civic participation, and information and support related to
one’s personal life.
Social justice principle promotes learning of individual or group and it
contributes to equitable ways of achieving equitable outcomes recognizing
disadvantages. Social justice denotes justice for poor, exploited and
oppressed people in all societies, and surrounds struggles of people
everywhere who work for gender equality, intellectual protection and human
rights (O’Kane, 2002). Therefore, Keddie (2011) suggests that schools
should give inclusive environments, where marginalized voices are heard
(political justice), marginalized culture is recognized and valued (cultural
justice), and marginalized students are supported in their academic
achievements to successfully collect material benefits of society (economic
justice).
Ratts, Anthony, and Santos (2010) discussed five dimensions of social justice
– “naivete, multicultural integration, liberatory critical consciousness,
empowerment, and social justice advocacy” (p. 160) in group works. These
dimensions integrate different elements of social justice in group works
increasing order from naivete (minimum integration) to social justice
advocacy (maximum integration of social justice) with a group. We observed
the term ‘social justice in mathematics education’ from three dimensions –
REDIMAT 7(1) 11
Equity
Criticality
Contextuality
Research Methodology
Equality
(Gutierrez, 2007, pp. 40-41). In the other hand, different treatment hinders
student learning and promotes inequity. “Treating all students the same will
not necessarily meet their needs nor provide justice” (Hart, 2003, p. 29).
Thus, Pravat (2011) views that the policy and practice of social justice should
be equated with the principle of equality, which is based on the assumptions
of sameness. The participants’ views about equal treatment to students in the
class is like “the equality of humans (children in this case) in their potential
to learn; however, it was not a statement about equity from a social justice
perspective” (Jurdak, 2009, p. 24). Hence, sense of equality may not be a
sense of social justice although there is “a dialectical relationship between
equity and equality in the activity system…” (Jurdak, 2009, p. 49). Literature
shows that equality in treatment does not necessarily mean social justice in
classroom setting because students who come from minority and
disadvantaged social, cultural, and economic background may not achieve
the same as students from dominant groups (Maguire & Pratt-Adams, 2009)
because of economic and other reasons.
The issue equality can be viewed from three perspectives – intrinsic,
technical, and structural inequality perspective (Christensen, Stentoft, &
Valero, 2008) as a power relation in the classroom. The intrinsic perspective
positions students as different individuals with different capabilities and
motivation to learn mathematics. That means students have inherent
differences in their personal attributes that differentiates them in the process
of learning mathematics. The technical perspective considers mathematics as
a tool for solving problems or helping students to improve their lives. Study
of mathematics and students’ performance is influenced by personal and
institutional factors. At personal level, students may have different interest
that guides their level of participation in learning mathematics. At
institutional level mathematics is taught as a subject despite students’ interest
because it is a part of the education system from which no students can scape
out. The structural inequality perspective views that mathematics education
as a vehicle to carry the “social class division” and “class stratification”
leading to divided society. Then, achieving equality in mathematics
classroom or treating all students in mathematics classroom equally is
helping them to break injustice through learning mathematics (Christensen,
Stentoft, & Valero, 2008). For this to happen, there should be a dialectical
relationship between equality and equity.
20 Panthi et al. – Teachers’ perception of social justice
Equity
Mathema and Bista (2006) recommended reducing the gender bias and
caste/ethnicity disparities in SLC participation and performance of the
students in secondary level. Some scholars (e.g., Gutstein, 2005) focused on
students’ awareness to themselves as ultimate part of solution to injustice.
Esmonde’s (2009) definition of equity is “a fair distribution of opportunities
to learn” to all students (p. 1008). Teachers should understand that an
equitable practice in mathematics teaching acknowledges the involvement of
all students in making sense of their mathematical learning. Teachers need to
use the approaches that take care of classroom diversity and ensure equity
(Moscardini, 2014).
The concept of ‘equity’ has been challenged lately by many researchers
who proposed ‘social justice’ as an alternative on philosophical and
ideological grounds (Jurdak, 2009). In this regard, Berne and Stiefel (1984)
proposed a framework for equity in school systems, which might be useful
for Nepalese context of teaching and learning in the classroom. The
framework consists of three components - targets of equity (which concerns
gender, socioeconomic status, ethnicity, and disability status), objects of
equity (which includes access, resources, and outputs) and principles of
equity (which aims to analyze equity across individuals, regions and
countries). Likewise, Berne and Stiefel (1984) provide three different
principles of equity - horizontal equity, vertical equity, equal educational
opportunity (EEO). The first principle, horizontal equity, requires that
students need to be equally situated and equally treated to ensure that they
experience similar levels of human and material resources and hopefully
achieve similar outcomes. The second principle, vertical equity, focuses on
different provision for resources arguing that resources should be provided
to students according to their individual characteristics. The third principle,
equal educational opportunity (EEO), is based on the notion that all students
should be given equal chances to succeed. This requires that students should
have access to resources that equalizes their starting point and allows the
possibility of success for all (Jurdak, 2009).
Fairness
lives” (Margalit & Carter, 2009, p. 102) promoting social justice in the
mathematics classroom.
Literature on social justice focuses on the “matters of justice and fairness
that are at the heart of a democratic civil society” (Giroux, 2005, p. 155).
However, current structure of schooling has been criticized as a machine of
social injustice through meritocracy, standardized testing, vision of personal
achievement, ruthless competition, survival of the fittest, and detached
technology (Giroux, 2005). Fair share of students’ learning in the
mathematics classroom have been much influenced by the technical aspects
of education rather than true emancipation.
Social Process
Caring Students
It is generally accepted that social justice also refers to caring low performers
and socially and economically disadvantaged and marginalized students. So,
teachers need to care such students in mathematics classroom. Saurya seems
to care his students and help them when they have questions. He expressed,
“There are some marginalized students in my classroom, such as Barang,
Chepang, Praja students, etc. The students usually buy copies (notebooks),
pens or books necessary for them with the money they save from their lunch.
During breaks at school, I offer some extra time to those students so that they
can ask questions on difficult matters (Interview, 27th July 2016). Saurya
emphasized caring his students giving them extra time during the lunch break
at school. He thinks that the marginalized students need such help more than
other students. In the similar vein, Chandra said, “I focus on students, who
REDIMAT 7(1) 25
are academically (in reading and writing), socially and economically weak
and marginalized in their society. I provide extra classes, special treatment,
counseling, and extra time to weak and marginalized students. Chandra’s
support goes to those students who are marginalized and who are weak in
mathematics in the class. He further added, “In addition, I always support
socially weak students for the improvement of their performance. I believe
that such kind of support has encouraged them to be regular in their class
(Interview, 28th August 2016). His support is aimed to encourage students to
be regular in their class. Tara views that “economically and socially
marginalized students are weak at studies. They do not want to ask questions
about the topic. Teachers should persuade them in the ways that they can ask
questions and understand teaching contents” (Interview, 29th August 2016).
Khanal and Park (2016) have revealed "seven caring habits supporting,
encouraging listening, accepting, trusting, respecting and negotiating
differences to replace external control" (p.59). According to Adams (2015),
there are two primary ways to maintain relationship between morality of
justice and morality of care: the superiority approach and the integration
approach. The first one describes that one ethnic group is superior to others.
In most cases, it is discussed regarding social justice. So, some people discuss
it as a superior approach. The next point, the integration approach, seeks to
find one monistic theory, in which care and justice are connected. The latter
view is that justice cannot exist without care and vice versa. So, care and
justice cannot be separated. They are interrelated. Hence, teachers need to
give high priority to care each student in a classroom. Gilligan and Attanucci
(1988) also advocate that care and justice are associated. For them, care is
conceived through the prism of justice and it is upgraded by moral action.
These authors conclude that justice and care cannot occur on their own.
The notion of ‘care’ has been widely researched and is emerging as an
important component of effective teaching (Velasquez, West, Graham, &
Osguthorpe, 2013). Teachers should prepare themselves to respond to
emotional needs of students to care the changing psychological and
physiological states (Onchwari, 2010). Teachers should watch and care
marginalized, disadvantaged, weak and slow students so that the
performance of all students may increase. Weak and marginalized students
need special care and treatment. The concept of caring students during
teaching is closely related to context and culture (Velasquez et al., 2013).
Yet, despite research and theoretical contributions to defining care in
26 Panthi et al. – Teachers’ perception of social justice
Implications
The result of this study has two major implications – policy implication and
pedagogical implication. The policy implication focuses on policy
intervention for social justice in mathematics classroom through appropriate
action to reform curricula, textbooks, and mode of teacher education. The
pedagogical implication focuses on practical application of socially just
teaching and learning in mathematics classroom.
Policy Implication
The outcome of the study in terms of the five themes and related
interpretation highlights the benefits of social justice in mathematics
classroom and how teachers’ perception of social justice impacts teaching,
learning, and student performance. Mathematics teachers, teacher educators,
education experts, curriculum planners, policy makers, and all stakeholders
should understand the existing situation and practices of social justice in
mathematics classroom. It gives insights for transforming curriculum and for
promoting social justice in classroom. The study shows how research
undertaken collaboratively with teachers working in ‘typical’ classroom
situations (i.e. those where common issues and constraints relating to
developing practice are present) is likely to be perceived as relevant and
authentic by other stakeholders. Such research, therefore, has the potential to
increase stakeholders’ engagement with research findings. It also sheds light
on the promoting social justice in schools and wider society. The first three
themes – equality, equity, and fairness are not only related to classroom
dynamics but also, they are political in nature. Therefore, they have greater
policy implications.
Equality in a classroom context is possible only when each student has
equal access to resources (e.g., books, accessories, technology, and time).
The distribution of these resources to each student equally is not possible
only through the actions of teachers and schools. It requires a broader
REDIMAT 7(1) 27
political will and that should be expressed through policy and actions from
the government and other stakeholders. Another key element of social justice
as perceived by the teachers is equity. Teachers’ perception of equity shows
some misconception of this construct and hence it cannot be well addressed
by only efforts of schools and teachers. Equity as a principle of social justice
should be agenda of transformation in the policy document and in action.
Fairness seems to be related to school and teacher related factor, but it is
beyond the limit of school community. Fairness in a broader sense relates to
social, political, geographical, economical, and cultural treatment to the
students. Do the students have fair share of social process (of democracy,
power, etc.), political process (of decision making), geographical factors (of
school location), economical process (of burden or share of income and tax),
and cultural process (of expressing and preserving group identity)? The
perception of teachers in these factors of social justice is not limited to the
classroom, but their impact is high on social, political, and cultural milieu.
Hence, these issues call for a broader policy reform in mathematics
education.
Pedagogical Implication
The study has outlined the processes that enable transformation of classroom
practices to other situations. It has also highlighted how secondary school
mathematics teachers perceive social justice. All the themes emerged in this
study have pedagogical implications. However, two of them – social process
and caring students have even a greater significance in terms of teaching and
learning mathematics by creating socially just classroom practices. Equality,
equity and fairness have a broader implication and hence teachers have a less
control on them because these constructs are wider in scope and stronger in
influence socially, politically, and culturally. Whereas, social process and
caring students are strongly concerned within classroom practices that are in
the scope of teachers’ roles and responsibilities to improve socially just
classroom practices.
Teachers and students’ perception of social justice in terms of social
process focuses on socialization of classroom communities, including good
and weak students, cooperating and developing a good relation among the
students in a class. Literature also supports social justice through political
action of curriculum, pedagogy, and education systems and looking for
28 Panthi et al. – Teachers’ perception of social justice
Limitations
This study has some limitations in method of data collection, and hence it has
limitation in the scope of generalization. There was a limitation in method
of data collection through two interviews with three teachers. These limited
numbers of interviews had limited amount of data for saturation of themes.
Hence, the findings with the five themes emerged from the data cannot be
generalized for other cases.
Conclusion
students, not to deviate them, to make them enjoy freedom, and to create the
environment of equal justice. Teachers view about teaching according to the
capacity or level of students has a great pedagogical significance. Some of
their views about uniformity in the classroom as a part of equality contradict
the view that weak and marginalized students should be given more focus to
help them learn mathematics. Teachers’ views about equity in terms of
students’ having similar position in their classroom, in terms of their roles,
responsibilities, and share of resources implies social justice. Their
perception of social justice through mixed grouping and sharing their culture
in a respectful environment is an important aspect of equity. This kind of
action may lead to reducing the perceptual and performance gap among
students in mathematics classroom. Literature also supports focusing
students’ awareness to themselves as an important member of groups in the
classroom to promote social justice.
The perception of fairness connects to teaching without bias, providing
students equal chance to learn, and transparent classroom activities promote
social justice in mathematics classroom. Fairness does not mean making
things equal. It is to respond to students of different ability and different
needs variously. For this to happen in a positive way, there should be a social
process that supports students’ socialization and personal development in the
classroom. Teachers’ perception about social process as a means of social
justice relates to sense of belonging to groups, feeling of connected, and
devotion to each other’s development. The perception of caring is linked with
caring marginalized students in the classroom, helping them in learning by
providing them extra time for coaching or guiding, and improving their
performance. Literature indicates further to morality of justice and morality
of care as an integral part of social justice in the mathematics classroom.
Hence, this study bears both policy and pedagogical implications connecting
teachers’ perception of social justice in mathematics classroom to macro
elements of social justice at social, economic, cultural and political factors
and micro elements of schools and teachers’ awareness and actions to
promote equality, equity, fairness, social processing, and caring students and
their needs.
30 Panthi et al. – Teachers’ perception of social justice
References
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Luitel, B. C., & Taylor, P. C. (2006). Envisioning transition towards
transformative mathematics education: A Nepali educator’s
autoethnographic perspective. In (pp. 91-109). J. Earnest & D.
Treagust (Eds.), Education reform in societies in transition:
International perspectives. Rotterdam: Sense Publishers.
Luitel, B. C., & Taylor, P. C. (2009). Defrosting and re-frosting the
ideology of pure mathematics: An infusion of Eastern-Western
perspectives on conceptualizing a socially just mathematics
education. In P. Ernest, B. Greer, & B. Sriraman (Eds.), Critical
issues in mathematics education (pp. 125 – 152). Charlotte, NC:
Information Age Publishing, Inc.
Luitel, B.C. (2013). Mathematics as an im/pure knowledge system:
Symbiosis (w)holism and synergy in mathematics education.
International Journal of Science and Mathematics Education, 10(6),
doi: 10.1007/s10763-012-9366.
Maguire, M., & Pratt-Adams, S. (2009). Urban education, equality, and
inequity. In D. Hill & L. H. Robertson (Eds.), Equality in primary
school: Promoting good practices across the curriculum (pp. 54-65).
London: Continuum International Publishing Group.
Margalit, T., & Carter, C. (2009). Mathematics and numeracy. In D. H. Hill
& H. Robertson (Eds.), Equity in the primary school: Promoting
good practices across the curriculum (pp. 97-113). London:
Continuum International Publishing Group.
Mathema, K. B., & Bista, M. B. (2006). Study on student performance in
SLC: Main report. Kathmandu, Nepal: Ministry of Education and
Sports & Education Sector Advisory Team.
Ministry of Education and Education International. (2014). Equity,
excellence and inclusiveness in education policy lesson from around
the world, OECD, New Zealand.
Moscardini, L. (2014). Developing equitable elementary mathematics
classroom through teacher learning about children's mathematical
thinking: Cognitively guided instruction as an inclusive pedagogy.
Teaching and Teacher Education, 43, 69-79.doi:
https://doi.org/10.1016/j.tate.2014.06.003
REDIMAT 7(1) 35
http://redimat.hipatiapress.com
1) Universidad de Granada
2) Centro de Estudios Matemáticos (CEMAT), Instituto Superior Politécnico
“José A. Echevarría” (CUJAE)
To cite this article: Fernández Oliveras, P., Rodríguez, M.C., and Oliveras
Contreras, M.L. (2018). Evaluación por competencias en la aplicación de un
modelo semipresencial a las matemáticas de titulaciones técnicas
universitarias. REDIMAT, 7(1), 38-68. doi:
http://dx.doi.org/10.17583/redimat.2018.2191
The terms and conditions of use are related to the Open Journal System and
to Creative Commons Attribution License (CC-BY).
REDIMAT, Vol. 7 No. 1 Febrero 2018 pp. 38-68
Abstract
Este trabajo presenta la adaptación a la modalidad semipresencial de la evaluación
por competencias para las asignaturas de matemáticas de enseñanzas técnicas
universitarias. Las actividades incluidas en la propuesta forman parte de los recursos
para la evaluación, contribuyendo cada una de ellas a la adquisición de una o varias
competencias de tipo específico, e incluso considerando su contribución a la
adquisición de las competencias de tipo transversal. Se incluye el modelo de
evaluación propuesto y los primeros resultados de su aplicación. Concluimos que el
método de evaluación diseñado es totalmente coherente con el modelo, confiriéndole
una rigurosa validez interna y su validación por expertos garantiza una alta fiabilidad
de los resultados de su aplicación. Además la evaluación por competencias es muy
valiosa para los profesores de Matemáticas de titulaciones técnicas.
Evaluation by Competences in a
Blended Learning Model,
Application to Mathematics in
University Technical Degrees
Paz Fernández María del Carmen María Luisa Oliveras
Universidad de Rodríguez Universidad de
CEMAT, CUJAE Granada
Granada
(Recibido: 20 Julio 2016; Aceptado: 06 Octubre 2017; Publicado: 24
Febrero 2018)
Resumen
This work presents a method of adapting to a blended learning model for the
evaluation of mathematics competencies in university technical degrees. This is
placed in the context of a class taught in several branches of engineering in Cuba,
including an introduction specifically to the Blended Learning Model which is also
designed by the authors, in which the evaluation method proposed is applied,
presenting the initial results for the case under study. This approach proves completely
consistent, conferring rigorous internal validity. The method of sampling students was
applied and the results proved favourable. Also, as study case was examined,
confirming its applicability. Its validation by experts guarantees a high degree of
reliability for its future application.
Tabla 1.
Relaciones entre las competencias pretendidas y las actividades de aprendizaje
E10
T1
T2
T3
T4
T5
T6
T7
E1
E2
E3
E4
E5
E6
E7
E8
E9
AP1 X X
ANP1 X X X X X X X X X X
ANP2 X X X X X X X X X X X
AP2 X X X X X X X X X X X X
AP3 X X
ANP3 X X X X X X X X X X X
ANP4 X X X X X X X X X X X X X
AP4 X X X X X X X X X X X X X X X X
AP5 X X
ANP5 X X X X X X X X X X X X X X
AP6 X X X X X X X X X X X X X X X X X
medida con los elementos Evaluación Final: AP, una Prueba Final
siguientes escrita
Los EP son:
• EP1: Debate en sesiones presenciales, mediante la participación de
cada estudiante en la AP de consolidación, mostrando los ejercicios
a desarrollar en cada actividad ANP.
• EP2: Diálogos con el tutor. El tutor debe hacer una evaluación de
cada estudiante, según comportamiento individual en el desarrollo
de las ANP del tema.
• EP3: Prueba presencial corta, oral o escrita, relativa a las
competencias desarrolladas en el tema, puede incluir teoría y
ejercicios.
Los elementos didácticos que componen el proceso de Evaluación no
Frecuente, correspondientes a las evaluaciones parciales y evaluación final,
son:
• EP4: Prueba parcial presencial, que cierra el tema.
• EP5: Prueba Final escrita, donde el estudiante integre los contenidos
estudiados de Ecuaciones Diferenciales y mida las competencias
desarrolladas en conjunto.
REDIMAT 7(1) 49
Tabla 2.
Aporte en % de cada una de las actividades de aprendizaje a la nota final del
estudiante
Evaluación de los
estudiantes de la Muestra
(Tabla 5)
Metodología de la Investigación
Tabla 3.
Opinión de los nueve expertos sobre la adecuación de las actividades de
evaluación por competencias
Frecuencia de la puntuación
MA (4)
NA (2)
NO (1)
A (3)
Ítem
Tabla 3. (…/…)
Opinión de los nueve expertos sobre la adecuación de las actividades de
evaluación por competencias
Suma de %
Mediana
por ítem
Media
Moda
Ítem
I 3,44 3 3 9 100
II 3,22 No 3 9 100
tiene
III 3,01 3 3 9 100
Tabla 4.
Porcentaje de las combinaciones de calificaciones de las preguntas escritas 1 y
2 (PE1 y PE2) en la evaluación parcial 3 (EP3)
Tabla 5.
Valoración de la muestra de alumnos en los diferentes tipos de evaluación.
Asignación de su valor numérico en porcentaje.
Alumno
Tipo de
en %
A1
A2
A3
A4
A5
A6
A7
evaluación
Tipo 1 EP1 10 5 8 4 5 9 10 6
Tipo 2 EP2 3 2 1 1 2 3 3 4
Tipo 3 EP3 20 14 16 10 10 16 14 12
Tipo 4 EP4 40 32 24 24 0 32 40 32
Tipo 5 ENP2 2 1 2 1 1 2 1 1
Tipo 6 ENP3 3 3 0 2 0 2 2 1
Tipo 7 ENP4 2 2 0 2 0 2 0 0
Tipo10 EF1 10 5 8 6 6 8 8 6
Tipo11 EF2 10 6 5 7 8 9 9 6
Nota final 100 70 64 57 34 82 87 68
Tabla 5. (…/…)
Valoración de la muestra de alumnos en los diferentes tipos de evaluación.
Asignación de su valor numérico en porcentaje.
Alumno
Tipo de
A10
A11
A12
A13
A8
A9
evaluación
Tipo 1 EP1 4 9 5 5 5 8
Tipo 2 EP2 2 2 2 2 1 3
Tipo 3 EP3 10 18 10 12 14 16
Tipo 4 EP4 0 32 0 40 24 32
Tipo 5 ENP2 1 2 1 1 1 2
Tipo 6 ENP3 0 3 0 0 2 3
Tipo 7 ENP4 0 2 0 1 2 2
Tipo10 EF1 5 9 4 6 8 10
Tipo11 EF2 7 7 5 5 9 9
Nota final 29 84 27 72 66 90
60 Fernández Oliveras et al. – Evaluación por competencias
En total los alumnos que han superado la materia en este grupo son un
alto porcentaje: 76,8%, de los que la mitad (38,4%) lo hacen con excelente
resultado.
En términos de competencias, según los anteriores resultados de la
muestra, realizaremos un “estudio de caso” seleccionando dos estudiantes de
la muestra: los de mejor y peor resultado es decir A13 y A10
respectivamente.
Tabla 6.
Valoración del logro de competencias del estudiante A10 de CE1 a CE5
CT/CE
CT1
CT2
CT3
CT4
CT5
CT6
CT7
A10
Tabla 6. (…/…)
Valoración del logro de competencias del estudiante A10 de CE1 a CE5
CT/CE
CT1
CT2
CT3
CT4
CT5
CT6
CT7
A10
Tabla 7.
Valoración del logro de competencias del estudiante A10 de CE6 a CE10
CT/CE
CT1
CT2
CT3
CT4
CT5
CT6
CT7
A10
Tabla 7. (…/…)
Valoración del logro de competencias del estudiante A10 de CE6 a CE10
CT/CE
CT1
CT2
CT3
CT4
CT5
CT6
CT7
A10
Conclusiones
Reconocimientos
Referencias
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REDIMAT, Vol. 7 No. 1 February 2018 pp. 69-92
Professional Development of
Mathematics Teachers in the
Online Mode. The Case of a
Course for the Design of
Didactical Activities
Avenilde Romo Olda N. Covián
CICATA-IPN CICATA-IPN
Abstract
In this article we present a teaching unit (UT) in a professional development program
for mathematics teachers in the Online mode of the CICATA-IPN, Mexico. The
objective is to provide theoretical and methodological tools for teachers for them to
design learning activities that involve contexts of life and school contexts. Theoretical
and methodological elements of the Theory Anthropological of Didactic (TAD) and
the principles of effectiveness of Online programs (Scott and Scott, 2010) are
considered for design the UT as well as to analyze the didactic designs made by
teachers. One of the main results is that the tasks in the designs proposals involve
technical and justifications, mathematics and practices, which modify the role of
teachers and students.
Desarrollo Profesional de
Profesores de Matemáticas en la
Modalidad en Línea y a Distancia.
El caso de un Curso para el
Diseño de Actividades Didácticas
Avenilde Romo Olda N. Covián
CICATA-IPN CICATA-IPN
Resumen
En este artículo se presenta una Unidad de Enseñanza (UE) de un programa de
desarrollo profesional de profesores de matemáticas en ejercicio en la modalidad en
línea y a distancia, del CICATA-IPN, México. El objetivo de la UE es proveer de
herramientas teóricas y metodológicas a los profesores para el diseño de actividades
didácticas, que involucren contextos de la vida y contextos escolares. Elementos
teóricos y metodológicos de la Teoría Antropológica de lo Didáctico (TAD) así como
los principios de eficacia de los programas en línea y a distancia propuestos por Scott
y Scott (2010) son considerados tanto para el diseño de la UE como para analizar los
diseños didácticos elaborados por los profesores. Uno de los principales resultados es
que las tareas propuestas en los diseños involucran técnicas y justificaciones,
matemáticas y prácticas, las cuales modifican principalmente el rol de los profesores
y estudiantes en la resolución de las actividades.
Consideraciones Teóricas
Praxeología mixta
[Tvi, τmi, θm θv, Θm Θv]i
Tabla 1.
Pv Reparto equitativo de terrenos
Tipo de tarea. Repartir equitativamente terrenos
Tarea. Repartir equitativamente un terreno entre cuatro hermanos
Técnicas τ. Ubicar sobre el terreno los vértices que conforman la poligonal
que lo encierra; medir los lados de cada uno de los lados que conforman la
poligonal (distancia entre cada uno de los vértices); medir los ángulos
internos desde cada uno de los vértices de la poligonal; determinar la
dirección y rumbo del terreno; calcular tolerancias y compensar los errores
cometidos en las mediciones; con los datos ordenados en una tabla,
establecer una escala y trazar en un plano la representación del terreno a
medir; determinar el área estableciendo las coordenadas de cada uno de los
vértices del terreno y con determinantes hacer los cálculos, también se
puede triangular el polígono obtenido, utilizar las fórmulas de Herón para
calcular el área de cada triángulo, sumar cada valor obtenido y determinar
el área total del terreno; de acuerdo a la forma que tenga el terreno
establecer divisiones “equitativas” o de acuerdo a la cantidad de elementos
(carros, casas, áreas de cultivo) que se requiera situar en el terreno hacer
trazos para el reparto equitativo.
Tecnología matemática. Conocer las propiedades de los polígonos
irregulares, escala, unidad de medida, propiedades de los triángulos,
fórmulas de Herón y método de Gauss Jordan.
Tecnología topográfica. Conocimientos para describir el tipo de terreno
(plano, no plano, con accidentes geográficos, atravesado por un río),
conocimientos sobre los instrumentos que permiten hacer las mediciones
en el terreno, conocer las fórmulas para el cálculo de tolerancias (propias
de la Topografía) y métodos para compensación de errores obtenidos.
Elementos que motivan el reparto equitativo: necesidades de los usuarios
o de la institución que establezca el reparto y determine que es equitativo.
74 Romo & Covián – Unidad de Enseñanza
Metodología
Fase 1. Diseño de la UE
que se opere una trasposición sobre tareas topográficas para adaptarlas a una
clase de matemáticas.
Tabla 2.
Tareas topográficas de la Actividad 1
Tabla 2. (…/…)
Tareas topográficas de la Actividad 1
Actividad 4. Implementación de la OD
Discusión
La Herencia
Tabla 3.
Tareas propuestas para la actividad La Herencia equipo 1
Figura 4. Terreno
representado en papel
Tarea 2. Determinar cuántos Tarea 2. Investigar el Tarea 2. Calcular la
carros caben en el patio cálculo de área de superficie de la figura
cívico de la escuela. polígonos. (Figura 5) con los siguientes
Tarea 3. Determinar Tarea 3. Determinar cuántos métodos: dividir en
cuántos carritos caben en carros caben en cada rectángulos y aproximar la
un estacionamiento fracción de terreno superficie que ocupa;
representado en porciones repartido, representado en el aproximar la cantidad de
de cartulina. croquis elaborado por cada cuadros que conforman la
equipo. superficie; descomposición
Tarea 4. Reproducir el en triángulos y calcular el
terreno fraccionado en una área por el método de
cartulina con otra escala y determinantes de Gauss.
calcular el área con métodos
“formales”, uso de
fórmulas.
Tarea 5. Determinar el área
de un terreno irregular
proyectado en la pizarra del
salón con la técnica que Figura 5. Fotografía de
asigne el profesor a cada terreno
equipo.
REDIMAT 7(1) 83
FigureTICas
Tabla 4.
Tareas propuestas para el diseño didáctico Figureticas del equipo 2
Los Corrales
Tabla 5.
Tareas propuestas para el diseño Los Corrales del equipo 3
Bachillerato
Tarea 1. Responder a las preguntas de una autoevaluación para identificar los conocimientos
de cálculo de área. No se explicita el contenido de la autoevaluación, sin embargo, creemos
que versará sobre ejercicios de cálculo de área de polígonos.
Tarea 2. Responder cuestionamientos acerca del área, las unidades de medida de ésta y su
uso.
Tarea 3. Determinar el área de cada figura irregular
Tarea 3.1. Comparar las áreas y determinar cuál es mayor. Para abordar la tarea 3 se
contextualiza de siguiente manera:
Durante la clase de biología los alumnos de bachillerato van a realizar un experimento, cuyo
objetivo es verificar dos marcas de alimentos para rápido crecimiento en gallinas. Los
estudiantes criarán a las gallinas y medirán su peso de forma semanal, comparando con qué
marca de alimento las gallinas crecen más rápido. Para el diseño de corrales, un alumno
presentó dos propuestas que se muestran a continuación. En equipo, deben decidir en cuál de
los dos corrales hay mayor espacio para que las gallinas crezcan de forma saludable (Figura 9
y Figura 10).
Tarea 4. Calcular el área de cada figura con el programa GeoGebra y comparar el resultado
con el obtenido en la tarea 3.
Tarea 5. Comparar resultados y validar la técnica desarrollada en la tarea 3. Para esto se
plantean cuestionamientos acerca de cuál técnica permitió un resultado más cercano al ofrecido
en GeoGebra y se pide analizar las ventajas y limitaciones de cada técnica.
REDIMAT 7(1) 87
En las OD’s se proponen tareas del tipo (reparto equitativo de terrenos, cálculo
de áreas de terrenos irregulares y comparación de áreas) de origen topográfico
y transpuestas a la escuela. Estas tareas motivan el uso de diversas técnicas
(no sólo matemáticas) que están determinadas por tecnologías matemáticas y
contextuales. Esto último se ilustra particularmente en la tarea del cálculo de
área del rostro de la pintura “Mujer llorando” de Picasso, ya que ésta no
constituye una transposición del contexto topográfico y sin embargo motiva
88 Romo & Covián – Unidad de Enseñanza
Conclusiones
Notas
1 Las negritas las hemos colocado en este documento para enfatizar la forma en que se hizo
alusión a los componentes de la praxeología.
90 Romo & Covián – Unidad de Enseñanza
Referencias
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Victoria Ingalls1
1) Tiffin University
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to Creative Commons Attribution License (CC-BY).
REDIMAT, Vol. 7 No. 1 February 2018 pp. 93-103
Abstract
Many studies have argued the negative effects of external rewards on internal
motivation while others assert that external motivation does not necessarily
undermine intrinsic motivation. At a private university, students were given the option
to earn bonus points for achieving mastery in the online homework systems associated
with Statistics and Pre-Calculus courses. The results showed a significant difference
in online homework grades and final exam scores, dependent upon when the incentive
was given. The findings of this research suggest that college students thrive when
incentivized. When compared to the students who were not incentivized, the
incentivized group had a statistically significantly higher mean for both online
homework scores and final exam scores. Many of the incentivized students chose to
take the opportunity to earn the bonus points to increase the final semester grade,
which apparently also helped to increase the content knowledge necessary for the final
exam.
Resumen
Muchos estudios han argumentado los efectos negativos de las recompensas externas
en la motivación interna, mientras que otros afirman que la motivación externa no
necesariamente socava la motivación intrínseca. En una universidad privada, se les
dio a los estudiantes la opción de ganar puntos de bonificación por realizar
correctamente las tareas de los cursos de Estadística y Pre-cálculo. Los resultados
mostraron una diferencia significativa en las calificaciones de las tareas en línea y
puntuaciones en los exámenes finales, dependiendo de cuándo se otorgó el incentivo.
Los hallazgos de esta investigación sugieren que los estudiantes universitarios
mejoran sus notas cuando se les incentiva. En comparación con los estudiantes que
no fueron incentivados, el grupo incentivado tuvo una media estadísticamente
significativamente mayor en las notas de las tareas en línea y las notas del examen
final. Muchos de los estudiantes incentivados optaron por aprovechar la oportunidad
de ganar puntos de bonificación para aumentar la calificación final del semestre, lo
que aparentemente también ayudó a aumentar el conocimiento del contenido
necesario para el examen final.
Methodology
Participants
Analysis
EXCEL was used to compute the statistical analysis of the first five research
questions. The first question concerned finding a difference in the mean
online homework score for those students who completed the performance
criterion of earning a 100% on the online homework. The second point of
research was similar in its relative question, but with respect to the final exam
score: question two searched for a difference in the mean final exam score
for those who did and those who did not meet the performance standard of
earning a 100% on the online homework. Questions three and four parsed out
more details than the previous two questions as the groups were sub-divided
by the timeliness of the incentive. More specifically, the third research
96 Ingalls – Incentiving with Bonus
question asked if there was a difference in the mean online homework scores
for the early, late and no- incentive groups. The fourth research question
asked if there was a difference in the mean final exam scores for the early,
late and no-incentive groups. Question five sought out any relational value
of online homework grade (regardless of time of incentive) to final exam
score and question six pursued a relationship between when the incentive of
5 bonus points was provided (i.e. early, late, no-incentive) and whether the
students completed the 100% criterion standard for the homework. Specific
statistical analyses were independent t tests assuming unequal variances
(questions 1 and 2), one-way ANOVA (questions 3 and 4), correlation
(question 5), and Chi Square test for independence (question 6).
Results
to the semester’s end. For the spring 2015, no incentive was given. The
results of the online homework grade comparison was F(2, 213)= 3.612, p<
.05. However, a post hoc Tukey’s test demonstrated no difference between
the early and late incentivized groups (p = .70), and no difference between
early and no-incentives (p=.42). A significant difference exists between the
late and no-incentive group (p=.02). The Cohen’s d value for effect size was
.59.
Similar results were found in the overall groupings when compared for
final exam scores. Here, the respective 213 students’ results were F(2, 211)=
3.166, p<.05. Recognizing the significant differences, the post hoc test
demonstrated a significant difference between the early and late incentivized
groups (p = .03), though there was no difference between early and no-
incentives (p=.42). Likewise, there was no difference between the late and
no-incentive group (p=.34).
With respect to the correlation between online homework scores and final
exam scores, the r value was .258, showing a weak positive relationship. The
r square value was approximately .07, or only 7% of the variation in final
exam scores can be explained by the variation in the online homework score.
Nonetheless, the results were again significant with p< .001. The Cohen’s d
value for effect size was .53. Lastly, in the chi square test for independence,
the results were χ2(2)= 50.549, p< .0001. The Cramer’s V test for association
also showed a significant value with p<.0001. There is therefore a
relationship applicable to the population with respect to the qualitative
variables of time of incentive and yes/no status for meeting the bonus quality
standard.
Discussion
The findings of this research suggest that college students thrive when
incentivized. When compared to the students who were not incentivized, the
incentivized group had a statistically significantly higher mean for both
online homework scores and final exam scores. Many of the incentivized
students chose to take the opportunity to earn the bonus points to increase the
final semester grade, which apparently also helped to increase the content
knowledge necessary for the final exam. Though adding to the current body
of literature, this research is specific to the college mathematics student.
Nonetheless, the results adhere with the prior studies that suggested that
98 Ingalls – Incentiving with Bonus
Limitations
Although the results in this study are promising, some general limitations and
suggestions for future study exist. For instance, the 215 students involved in
this study represent only the population of students in private universities
whose ACT test scores approximate the national average that mimics the
national average. Additionally, although the results demonstrated a medium
effect size, this may be considered less impactful to the general population.
Finally, as is the case with most research, a longer study involving more
100 Ingalls – Incentiving with Bonus
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REDIMAT 7(1) 101
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REDIMAT, Vol. 7 No. 1 February 24th 2018 pp. 104-106
Review
Stillman, G.A., Blum, W., & Kaiser, G. (2017). Mathematical Modelling
and Applications: Crossing and Researching Boundaries in Mathematics
Education. Cham: Springer.
Notas
1 En la página web del Congreso puede consultar los resúmenes de todos los trabajos
presentados http://www.nottingham.ac.uk/conference/fac-socsci/ictma-17/index.aspx
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List of Reviewers
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REDIMAT, Vol. 7 No. 1 February 24th 2018 pp. 107
List of Reviewers
On behalf of REDIMAT we deeply appreciate contributions provided by the
reviewers to the quality of this journal, during 2017. The journal owes this
debt with those who have been peer reviewers during this period. Yours
sincerely,
Javier Díez-Palomar
Chief Editor
Salvador Vidal
Secretary
Berta Barquero
Marcelo Bairral
Associated Editors