La Enseñanza Inclusiva de las Matemáticas: Algunos aspectos que inciden en el cambio de concepciones

• Garzón-Muñoz, Angélica Lorena ^[1]
  1. [1] Universidad Distrital Francisco José de Caldas

     Universidad Distrital Francisco José de Caldas

     Colombia

     
• Localización: Revista Venezolana de Investigación en Educación Matemática: (REVIEM), ISSN-e 2739-039X, Vol. 5, Nº. 1 (Publicación Continua), 2025, págs. 1-21
• Idioma: español
• DOI: 10.54541/reviem.v5i1.138
• Títulos paralelos:
  • Ensino Inclusivo de Matemática: Alguns aspectos que influenciam a mudança de concepções
  • Inclusive Mathematics Teaching: Some aspects that influence the change of conceptions
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este artículo se describen los aspectos asociados a un curso de formación que incidieron en los cambios de concepciones de profesores en ejercicio sobre la Enseñanza Inclusiva de las Matemáticas (EIM). Identificar qué aspectos inciden en los cambios de concepción de los profesores nos permite tener mayor conocimiento sobre cómo lograr dichos cambios. En esta investigación se confirma que las concepciones de los docentes cambiaron, siguiendo un método de investigación cualitativo donde se analizó la trayectoria que siguió cada participante diferenciando momentos de resistencia, avances o transformación y por último se realizó un rastreo de los aspectos de incidencia buscando evidencias en el discurso de los docentes. Los resultados de la investigación indican que en los cambios sobre la EIM enfatizados en elementos ideológicos, incidieron aspectos como: el uso de instrumentos conceptuales, la interacción con la líder y discusiones entre participantes; mientras que, los cambios referidos a elementos prácticos están relacionados con: el tipo de actividades de diseño, implementación y análisis de un estudio de caso real.

  • English

    This article describes the aspects associated with a training course that influenced in-service teachers’ changes in their understandings of inclusive mathematics teaching (IMT). Identifying which aspects influence these changes in teachers’ understandings would allow us to gain greater insight into how to achieve these changes. This research confirms that teachers’ conceptions changed, following a qualitative research method in which the trajectory followed by each participant was analyzed, differentiating moments of resistance, progress, or transformation. Finally, an analysis of the aspects of incidence was carried out, seeking evidence in the teachers’ discourse. The results of the research indicate that the changes in IMT emphasized in ideological elements were influenced by aspects such as: the use of conceptual tools, interaction with the leader, and discussions among participants; while changes related to practical elements are related to: the type of activities involved in the design, implementation, and analysis of a real-life case study.

  • português

    Este artigo descreve os aspectos associados a um curso de formação que influenciaram as mudanças nas concepções de professores em exercício sobre o Ensino Inclusivo da Matemática (EIM). Identificar quais aspectos influenciam as mudanças nas concepções dos professores nos permite ter um maior conhecimento sobre como alcançar essas mudanças. Esta pesquisa confirma que as concepções dos professores mudaram, seguindo um método de pesquisa qualitativa em que se analisou a trajetória seguida por cada participante, diferenciando momentos de resistência, avanços ou transformação e, por fim, realizou-se um rastreamento dos aspectos de incidência, buscando evidências no discurso dos professores. Os resultados da pesquisa indicam que nas mudanças sobre o EIM enfatizadas em elementos ideológicos, incidiram aspectos como: o uso de instrumentos conceituais, a interação com a líder e discussões entre os participantes; enquanto que as mudanças referentes a elementos práticos estão relacionadas com: o tipo de atividades de concepção, implementação e análise de um estudo de caso real.

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