¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático?

• FARSANI, DANYAL ^[1] ; BREDA, ADRIANA ^[2] ; SALA SEBASTIÀ, GEMMA ^[3]
  1. [1] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  2. [2] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
  3. [3] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     

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• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 9, Nº. 3, 2020, págs. 220-242
• Idioma: español
• DOI: 10.17583/redimat.2020.5185
• Títulos paralelos:
  • How do teacher’s gestures affect students’ (girls) visual attention during the mathematical discourse?
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• Resumen
  • español

    Interaccionar con los estudiantes y construir una buena relación es fundamental para que los maestros enseñen, comuniquen conceptos básicos y se conecten emocionalmente con sus estudiantes. Este artículo reporta un estudio que se llevó a cabo en una escuela de educación primaria en Santiago de Chile, donde una muestra de 33 estudiantes (niñas), seleccionadas al azar, llevaban una minicámara de vídeo anexada en sus gafas en el momento que participaban en las clases de matemáticas. Usando imágenes de Google, se buscaron, de forma automática y objetiva, registros de las grabaciones en las que el profesor de la clase aparecía en el campo visual de las estudiantes. Los resultados muestran que las estudiantes prestaron mucha más atención visual en las clases de matemáticas cuando el discurso de los profesores iba acompañado de gestos. Además, hubo diferencias entre las niñas con alto y bajo rendimiento y en cómo se involucraron visualmente durante la instrucción de los maestros en diferentes momentos de la lección. También, se presentaron diferencias en relación con cómo las alumnas introvertidas y las extrovertidas se involucraban visualmente mientras el maestro hacía gestos. Los resultados de este estudio son muy importantes para poder construir una buena relación interaccional entre profesor-alumno y mejorar las prácticas profesionales de enseñanza.

  • English

    Engaging with students and building rapport is critical in order for teachers to teach classes, communicate core concepts and emotionally connect with their students in regard to the cultural dynamism that occurs in the classrooms through its dialogic approach. This paper reports a study that was conducted in an upper primary school in Santiago, Chile, where a sample of 33 randomly selected female students wore a mini video camera mounted on eyeglass in their mathematics lessons. Using Google Images, we automatically and objectively looked form frames from the recordings where the classroom teacher appeared in the students’ visual field. The results show that students significantly paid more visual attention in their mathematics lessons when the teachers’ discourse was accompanied by gestures. In addition, there were differences between high and low achieving girls and how they were visually engaged during teachers’ instructional information at different times of the lesson. Furthermore, there were differences between how introverts and extroverts were visually engaged while the teacher was gesturing. The findings of this study will have broad significance for building rapport and improving professional teaching practices.

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