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Evaluando competencias en sostenibilidad presentes en propuestas de aula elaboradas por futuros profesores de matemáticas

    1. [1] Universidad de La Laguna
  • Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 23, 2023 (Ejemplar dedicado a: Formación de Profesores de Matemáticas para la Sostenibilidad (FPMpS): una agenda de investigación emergente), págs. 61-83
  • Idioma: español
  • Títulos paralelos:
    • Assessing sustainability competencies present in class proposals developed by prospective mathematics teachers
  • Enlaces
  • Resumen
    • español

      Las crisis recientes hacen más necesario que nunca centrarnos en la formación del profesorado hacia el desarrollo de las competencias en sostenibilidad. En este trabajo se analiza el impacto que provoca en el diseño de propuestas de aula de una formación matemática que fomenta el diseño de tareas matemá-ticas y tareas en sostenibilidad, orientada a la Educación para el Desarrollo Sostenible. Se analizarán cinco competencias en sostenibilidad mediante una rúbrica de evaluación. En general, se observó una mejora en el nivel de logro de todas las competencias en sostenibilidad analizadas después de recibir la formación. Además, la rúbrica es una herramienta que no sólo señala el nivelde logro alcanzado en cada competencia en sostenibilidad, sino que permite conocer qué aspectos de la competencia es necesario integrar en la pro-puesta para así lograr su nivel Avanzado, en conexión con el conocimiento matemático.

    • English

      The recent crises make it more important than ever to focus on training teachers to develop competencies in sustainability. This paper analyses the impact of a mathematics training program that promotes the design of tasks on mathematics and sustainability, with a focus on Education for Sustainable Development. Using an evaluation rubric, five sustainability competencies were analised in the classroom proposals. Overall, an improvement in the level of achievement of all sustainability competencies was ob-served after the training. Additionally, the rubric serves as a tool not only to measure the level of achieve-ment in each sustainability competence, but also to identify the aspects that need to be integrated in the proposal to achieve its advanced level, in connection with mathematical knowledge.

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