Las condiciones que desencadenan emociones en profesores de matemáticas de secundaria durante su clase

Yuridia Arellano García; Antonia Hernández Moreno; Gustavo Martínez Sierra

Ayuda

Las condiciones que desencadenan emociones en profesores de matemáticas de secundaria durante su clase

Yuridia Arellano García ^[1] ; Antonia Hernández Moreno ^[1] ; Gustavo Martínez Sierra ^[1]
1. [1] Universidad Autónoma de Guerrero
  
  Universidad Autónoma de Guerrero
  
  México
Localización: Unión: revista iberoamericana de educación matemática, ISSN-e 1815-0640, Nº. 57, 2019, págs. 49-70
Idioma: español
Enlaces
- Texto completo
Resumen
- español
  Estamos convencidos de que las emociones son importantes en los procesos de enseñanza; sin embargo, se da prioridad a rasgos emocionales negativos como ansiedad matemática. Se pretende identificar las emociones de profesores de matemáticas de nivel secundaria (PMS), utilizando una teoría de la valoración para analizar las experiencias narradas por 13 PMS. Se identificó que las principales emociones: orgullo, feliz por, aprecio y decepción, se desencadenan principalmente en el cumplimiento de normas plausibles o censurables al valorar las acciones de los estudiantes. Resaltamos algunas de las implicaciones de los resultados para apoyar el bienestar emocional de los profesores.
- English
  We are convinced that emotions are important in the teaching processes; however, priority is given to negative emotional traits such as mathematical anxiety. It is intended to identify the emotions of secondary level math teachers (PMS), using a theory of assessment to analyze the experiences narrated by 13 PMS. It was identified that the main emotions: pride, happy for, appreciation and disappointment, are triggered mainly in the fulfillment of plausible or objectionable norms when valuing the actions of the students. We highlight some of the implications of the results to support the emotional well-being of teachers
- português
  Estamos convencidos de que as emoções são importantes nos processos de ensino; no entanto, se dá prioridade a traços emocionais negativos como ansiedade matemática. Pretende-se identificar as emoções de professores de matemática de nível fundamental (ef), utilizando uma teoria da avaliação para analisar as experiências narradas pelas 13 professores do ef. Identificou-se que as principais emoções: orgulho, alegria, apreço e decepção, são desencadeam, principalmente, no cumprimento de normas plausíveis ou censuráveis ao avaliar as ações dos alunos. Destacamos algumas das implicações dos resultados para apoiar o bem-estar emocional dos professores.
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