El álgebra temprana en manos del docente de primaria: un análisis de la fidelidad de ejecución y su relación con el rendimiento de los escolares

• Despina A. Stylianou ^[1] ; Rena Stroud ^[5] ; Michael Cassidy ^[5] ; Eric Knuth ^[2] ; Ana Stephens ^[3] ; Angela Gardiner ^[5] ; Lindsay Demers ^[4]
  1. [1] City College of New York

     City College of New York

     Estados Unidos

     
  2. [2] University of Texas at Austin

     University of Texas at Austin

     Estados Unidos

     
  3. [3] University of Wisconsin–Madison

     University of Wisconsin–Madison

     City of Madison, Estados Unidos

     
  4. [4] Boston University

     Boston University

     City of Boston, Estados Unidos

     
  5. [5] TERC

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• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 42, Nº 3, 2019 (Ejemplar dedicado a: Pensamiento algebraico temprano : estudios desde diversas perspectivas, enfoques y regiones), págs. 545-569
• Idioma: español
• DOI: 10.1080/02103702.2019.1604021
• Títulos paralelos:
  • Putting early algebra in the hands of elementary school teachers: examining fidelity of implementation and its relation to student performance
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• Resumen
  • español

    En este artículo se analiza, bajo un marco teórico en el que se pone de relieve la importancia de la fidelidad de ejecución (FOI, por su nombre en inglés), la puesta en práctica de una intervención de álgebra temprana por maestros de 3º, 4º y 5º curso en Estados Unidos, así como la relación entre la FOI y el aprendizaje de los alumnos. Los datos utilizados en el estudio provienen de un proyecto de investigación experimental longitudinal en el que se realizó un seguimiento de 3,208 alumnos de 46 centros escolares durante tres años. Las observaciones en el aula, grabadas en video, constituyeron la fuente primaria de información sobre la FOI. Se codificaron las grabaciones para capturar las prácticas didácticas de los maestros, y se llevó a cabo una evaluación de los conocimientos de álgebra de los alumnos en la que se valoró su rendimiento en respuesta a la ejecución de la intervención didáctica por el docente. Los resultados revelan una relación significativa positiva entre algunos aspectos de la ejecución del docente y el rendimiento de sus alumnos.

  • English

    Guided by a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how teachers of grades 3, 4 and 5 implemented an early algebra intervention, and the relationship between FOI and student learning. The data shared in this paper come from a longitudinal experimental research project in which 3,208 students from 46 schools were followed for three years. Videotaped classroom observations, our primary source of FOI data, were coded to capture teachers’ instructional practices, and an algebra assessment was given to assess student performance in response to the teachers’ implementation of our instructional intervention. Results revealed a significant positive relationship between aspects of teachers’ implementation and their students’ performance.

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