Un análisis didáctico de la práctica docente en la enseñanza de la lectura del reloj analógico

• Noemí Pizarro ^[1] ; Juan Miguel Belmonte ^[2] ; Blanca Arteaga-Martínez ^[3]
  1. [1] Universidad Metropolitana de Ciencias de la Educación

     Universidad Metropolitana de Ciencias de la Educación

     Santiago, Chile

     
  2. [2] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
  3. [3] Universidad de Alcalá

     Universidad de Alcalá

     Alcalá de Henares, España

     

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• Localización: Educación XX1: Revista de la Facultad de Educación, ISSN-e 2174-5374, ISSN 1139-613X, Vol. 23, Nº 1, 2020, págs. 409-436
• Idioma: español
• DOI: 10.5944/educXX1.23913
• Títulos paralelos:
  • A didactic analysis of the classroom practice in the teaching of analogue clock reading
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La construcción del conocimiento especializado para enseñar el tiempo como magnitud es una actividad compleja que no ha sido estudiada en profundidad desde la práctica de manera previa. Este trabajo se plantea desde el análisis de la práctica de docentes en aula, relativa a las ideas de medición del tiempo.

    Desde una metodología cualitativa se consideran tres momentos de la intervención del docente: para la práctica, en la práctica y sobre la práctica, entendidos como un ciclo reflexivo de investigación-acción. Para ello se han grabado sesiones de planificación e intervención en el aula de dos docentes de primaria, que se presentan y analizan desde las distintas categorías de uno de los modelos de conocimiento del docente de matemáticas, el Mathematics Teachers´ Specialised Knowledge (MTSK).

    Los resultados muestran que en la planificación las docentes conocen la complejidad de tratar la lectura y registro del tiempo, siendo necesario enseñar a utilizar el reloj. Los hallazgos señalan la necesidad de apropiar a los estudiantes de los referentes de las unidades de tiempo y hacer énfasis en el funcionamiento del instrumento de medida, cuestionando la utilidad del reloj analógico.

  • English

    The construction of specialised mathematical knowledge for teaching time as a magnitude, is a complex activity that has not yet been studied in depth. In this article we present an approach to this problem from the classroom practice, describing and analysing some aspects of the content and nature of the knowledge of two primary school teachers when working on the measurement of time with their students.

    We have adopted a qualitative methodology, and three moments of the teachers’ interventions have been considered as a reflective action research cycle: for practice, in practice and on practice. To this end, planning and intervention sessions have been recorded for two primary school teachers and their actions have been interpreted in consideration of the analytical model Mathematics Teachers’ Specialised Knowledge (MTSK).

    This analysis has revealed that teachers are aware of the complexity of dealing with the reading and recording of time when they plan their intervention, and therefore they recognize the need to teach how to use the clock. Our first findings point out the need to provide the students with references for the units of time and to emphasize the functioning of the measuring instrument, questioning the usefulness of the analogue clock.

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