Condiciones para implementar la resolución de problemas en el aulaPercepciones docentes

  1. Olivares, D. 1
  2. Lupiáñez, J. L.b 2
  3. Segovia, I. 2
  1. 1 Universidad de La Serena
    info

    Universidad de La Serena

    La Serena, Chile

    ROR https://ror.org/01ht74751

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Llibre:
Investigación en Educación Matemática XXV
  1. Teresa F. Blanco (coord.)
  2. Cristina Núñez-García (coord.)
  3. María C. Cañadas (coord.)
  4. José Antonio González-Calero (coord.)

Editorial: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-45038-1

Any de publicació: 2022

Pàgines: 421-430

Congrés: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)

Tipus: Aportació congrés

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Resum

The objective of this work is to know the perception of primary school teachers about the presence of conditions in the educational system that, according to the literature, promote a more authentic implementation of problem solving in the classroom. For this, we identify in the literature a set of conditions, organized according to the curriculum dimensions model of Rico (2016). From these, we elaborated a questionnaire of Likert-type questions that we applied to 48 Chilean teachers of primary education. We then interviewed eight of them to identify factors that influence their perceptions. As a result, we obtained that teachers perceive little presence of conditions that facilitate the implementation of problem solving. We conclude that the results suggest both theoretical and empirical courses of action. In practice, it is necessary to attend to some urgent needs of the teaching staff.

Fuente de los datos: Dialnet