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Por favor, use este identificador para citar o enlazar este ítem: http://repositoriodigital.ipn.mx/handle/123456789/11691
Título : Un estudio de estrategias y prácticas de los docentes en relación a las matemáticas y la practicas de los docentes en relación a las matemáticas, de los profesores del telebachillerato e el estado de Veracruz.
Autor : Lezama Andalón, Javier
Fecha de publicación : 16-ene-2013
Descripción : The following research is oriented to find out how the telebachillerato (teba) teacher who is not an expert in mathematics studies this discipline. It has been carried out only with six subjects of a population of around three thousand. It has been of a descriptive type, and the answers of the teachers, have been varied, showing the diversity of interests and commitment. The learning strategies have been guided by rules of social practices of the community. They have been developed, through the life of the institution, attending to the same guidelines of work. The notorious professional disqualification that teachers had suffered became a rule. The teacher has to use the official materials: Didactic guides and Educational Videos (previously known as Teleclase). Then he has to ask for or activities or carry out the exercises that appear in the Guide. This work guidelines, possibly defined in a forming phase of the institution, subsequently paralyzed the teachers. Some of the answers referred to themselves or coworkers aim in this direction. All of them recognized the necessity to prepare themselves, some took the role of students and worked only with the official materials or with support of additional bibliography, others resorted to the search of advisors of the area, other teachers of the teba, or with payed teachers to teach them in private lessons. Even in the last case there are many differences: the lessons are at weekends, because they return to their place of origin from the community, others travel daily and receive their lessons periodically two or three times a week, some others prepare the lessons of the week with the advisor, and so on… On the mathematical qualifications, a very balanced division was observed, two outstanding teachers, with mathematical knowledge similar to that of a graduate of a technical career, two with acceptable knowledge for the educational function, and two more whose mathematical knowledge was observed limited. This means that not all the teachers of the teba will learn math in time; but also, that with interest in their function, some will achieve it and they may be a mathematics teacher in an acceptable way, in highschool in teba’s modality. This result is encouraging for the educational subsystem. It is important to emphasize that the obtained result cannot be generalized to every teacher of the teba in Veracruz. I think that the study of these six cases, opens a window that lets us scrutinize some of the reality about learning math and the way they can work with groups, and in that sense it seems important to me the results of this work. We need to improve the instruments and expand the number of cases considered in order to determine with greater accuracy, the mechanisms and the math learning strategies of the teachers of the teba in Veracruz.
URI : http://www.repositoriodigital.ipn.mx/handle/123456789/11691
Otros identificadores : http://hdl.handle.net/123456789/1209
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