Creencias epistemológicas sobre la Matemática en profesores y alumnos de la Secundaria Básica “Víctor Díaz Oroquieta” de Camagüey
Fecha
2013-06-26
Autores
Carmenates Estrada, Darlys
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Universidad Central "Marta Abreu" de las Villas
Resumen
Las dificultades detectadas en el aprendizaje de la Matemática tanto a nivel internacional como nacional orientan la presente investigación, con el objetivo de caracterizar las creencias epistemológicas que sobre dicha ciencia poseen los profesores y alumnos de la Secundaria Básica “Víctor Díaz Oroquieta” de Camagüey.
La pesquisa se sustenta en el paradigma cuantitativo de investigación, asumiéndose un tipo de estudio descriptivo, con diseño no experimental transaccional. La muestra se seleccionó de manera intencional quedando conformada por 96 estudiantes que cursan 7mo, 8vo y 9no grado, además se incorporan los 5 docentes que imparten dicha materia en el centro. Para la recogida de información se empleó la técnica de “Evocación libre de palabras”, el cuestionario "Creencias epistemológicas sobre la Matemática (versión adaptada para la población de la enseñanza media cubana)” y el cuestionario “Creencias docentes para profesores de Matemática de Secundaria Básica”. Los datos se procesaron a través del paquete estadístico SPPS versión 21, utilizándose pruebas estadísticas como el Método de Análisis de Correspondencia (ANACOR) y medidas de tendencia central.
Los resultados obtenidos demuestran en los profesores una tendencia hacia creencias epistemológicas más desarrolladas que los alumnos en las dimensiones "Estructura del conocimiento" y "Determinantes del aprendizaje". Se muestran similitudes en las creencias de profesores y alumnos en las dimensiones "Certeza o estabilidad del conocimiento”, "Fuente del conocimiento", "Velocidad en la adquisición " y "Aplicabilidad de la Matemática al mundo real".
En sentido general tanto en profesores como alumnos las creencias epistemológicas siguen diferentes direcciones, expresándose una tendencia a un desarrollo asincrónico.
The difficulties detected in the learning of Mathematics as international as national level orient the present investigation with the objective to characterize the epistemological beliefs about this science in teachers and students from Victor Díaz Oroquieta High School in Camaguey. The inquiry is sustain al the cuantitative paradigm of the investigation, assuming a descriptive study with design no experimental transational. The sample is selected in intentional way, conformed by 96 students from 7th, 8th and 9th grade, besides are incorporated 5 specialists to this material from the same center. To recopilate information is applied the technique of "Free Evocation of Words", the cuestionary “epistemological Beliefs about Mathematics (adapted version for the population to the teaching Cuban media)” and the cuestionary “Teaching beliefs to professors of Mathematics in High School”. The datas are prosecute through the stadistic package SPPS version 21, using stadistics test like the Method of Analysis of Correspondence (ANACOR) and measures of central tendence. The results obtained shown in teachers a tendence to epistemological beliefs more develop than students in the dimensions ”Structure of the Knowledge ” and “Determinates of the learning”. It is showing similaries in the beliefs of teachers and students at the dimensions “Certainty or Stability of the Knowledge”, “Spring of the Knowledge”, “Velocity in the acquisition” and “Applicable in the real world”. In general sense as teachers as students the epistemological beliefs follows differents directions expressing a tendence to the asincronic development.
The difficulties detected in the learning of Mathematics as international as national level orient the present investigation with the objective to characterize the epistemological beliefs about this science in teachers and students from Victor Díaz Oroquieta High School in Camaguey. The inquiry is sustain al the cuantitative paradigm of the investigation, assuming a descriptive study with design no experimental transational. The sample is selected in intentional way, conformed by 96 students from 7th, 8th and 9th grade, besides are incorporated 5 specialists to this material from the same center. To recopilate information is applied the technique of "Free Evocation of Words", the cuestionary “epistemological Beliefs about Mathematics (adapted version for the population to the teaching Cuban media)” and the cuestionary “Teaching beliefs to professors of Mathematics in High School”. The datas are prosecute through the stadistic package SPPS version 21, using stadistics test like the Method of Analysis of Correspondence (ANACOR) and measures of central tendence. The results obtained shown in teachers a tendence to epistemological beliefs more develop than students in the dimensions ”Structure of the Knowledge ” and “Determinates of the learning”. It is showing similaries in the beliefs of teachers and students at the dimensions “Certainty or Stability of the Knowledge”, “Spring of the Knowledge”, “Velocity in the acquisition” and “Applicable in the real world”. In general sense as teachers as students the epistemological beliefs follows differents directions expressing a tendence to the asincronic development.
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Palabras clave
Teoría del Conocimiento, Matemática, Aprendizaje, Enseñanza Secundaria, Secondary education, Mathematics, Learning, Theory of knowledge