Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics

Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics

Detalles Bibliográficos
Autores principales: Pincheira, Nataly, Alsina, Ángel, Acosta, Yeni
Formato: Online
Idioma:spa
Publicado: Universidad Nacional, Costa Rica 2023
Acceso en línea:https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16801
id UNICIENCIA16801
record_format ojs
institution Universidad Nacional de Costa Rica
collection Uniciencia
language spa
format Online
author Pincheira, Nataly
Alsina, Ángel
Acosta, Yeni
spellingShingle Pincheira, Nataly
Alsina, Ángel
Acosta, Yeni
Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
author_facet Pincheira, Nataly
Alsina, Ángel
Acosta, Yeni
author_sort Pincheira, Nataly
title Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
title_short Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
title_full Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
title_fullStr Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
title_full_unstemmed Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
title_sort preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
title_alt Futuros profesores diseñando tareas matemáticas sobre patrones: el contexto, la demanda cognitiva y las habilidades: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
Futuros professores projetando tarefas matemáticas sobre padrões: contexto, demanda cognitiva e habilidades: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics
publisher Universidad Nacional, Costa Rica
publishDate 2023
url https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16801
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spelling UNICIENCIA168012023-05-23T01:38:52Z Preservice teachers designing mathematical tasks on patterns: context, cognitive demand and skills: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics Futuros profesores diseñando tareas matemáticas sobre patrones: el contexto, la demanda cognitiva y las habilidades: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics Futuros professores projetando tarefas matemáticas sobre padrões: contexto, demanda cognitiva e habilidades: Preservice teachers designing mathematical tasks on patterns: contextual, cognitive and modeling characteristics Pincheira, Nataly Alsina, Ángel Acosta, Yeni Mathematical tasks mathematical patterns preservice teachers Early Childhood Education Primary Education tareas matemáticas patrones matemáticos futuros profesores Educación Infantil Educación Primaria tarefas matemáticas padrões matemáticos futuros professores Educação Infantil Ensino Fundamental [Objective] This study analyzes mathematical tasks related to patterns designed by prospective Chilean Early Childhood and Primary Education teachers during their university training process. [Methodology] An exploratory-descriptive qualitative study was designed and, using the content analysis technique, three categories of the mathematical tasks designed were analyzed, namely: context, cognitive demand and patterning skills. Forty prospective teachers participated in the study. Data collection was carried out in a regular class of their program of study, in which prospective teachers propose mathematical tasks to promote the teaching of patterns in accordance with the objectives set forth for the Chilean school curriculum for Early Childhood and Primary Education. [Results] The results obtained include a variety of mathematical tasks for teaching patterns, primarily for teaching in an informal context in Early Childhood Education, and in a formal context in Primary Education. On the other hand, these mathematical tasks have a low level of cognitive demand and are mainly focused on tasks that require extending a sequence. [Conclusions] It is concluded that the tasks designed by prospective teachers lack the depth necessary to fully address the study of patterns in the early years of the educational process. It is necessary to provide teachers with training experiences that assist them to design mathematical tasks that better promote the process of generalization through the exploration of repetitive and numerical patterns. [Objetivo] En este estudio se han analizado las tareas matemáticas sobre patrones que diseñan futuros profesores y futuras profesoras de Educación Infantil y Primaria de Chile durante su proceso de formación universitaria. [Metodología] Se ha diseñado un estudio cualitativo de carácter exploratorio-descriptivo y, a partir de la técnica de análisis de contenido, se han analizado tres categorías de las tareas matemáticas diseñadas, a saber: el contexto, la demanda cognitiva y las habilidades para hacer patrones. En el estudio han participado 40 docentes en formación y la recolección de datos se ha realizado en una clase regular de su plan de estudios, donde los futuros profesores y las futuras profesoras plantean tareas matemáticas para promover la enseñanza de patrones de acuerdo con los objetivos que propone el currículo escolar chileno de Educación Infantil y Primaria. [Resultados] Los resultados obtenidos muestran una variedad de tareas matemáticas para enseñar patrones, predominando en Educación Infantil una enseñanza en el contexto informal y en Educación Primaria una enseñanza en contexto formal. Por otra parte, la mayoría de las tareas matemáticas atienden a un bajo nivel de demanda cognitiva y se centran principalmente en tareas que movilizan la habilidad de extender un patrón, es decir, se focalizan en ampliar una secuencia. [Conclusiones] Se concluye que las tareas diseñadas por el futuro profesorado carecen de profundización para abordar a cabalidad el estudio de los patrones en los años iniciales. Por tanto, es necesario ofrecer al profesorado experiencias formativas que permitan progresar en el diseño de tareas matemáticas que promuevan el proceso de generalización a través de la exploración de patrones repetitivos y numéricos. [Objetivo] Neste estudo, foram analisadas as tarefas matemáticas sobre padrões desenhados por futuros professores da Educação Infantil e do Ensino Fundamental no Chile durante o processo de formação universitária. [Metodologia] Foi desenhado um estudo qualitativo de natureza exploratória-descritiva e, com base na técnica de análise de conteúdo, foram analisadas três categorias das tarefas matemáticas projetadas, ou seja: o contexto, a demanda cognitiva e as habilidades para fazer padrões. O estudo envolveu 40 professores estagiários e a coleta de dados foi realizada em uma aula regular de seu currículo, onde futuros professores apresentam tarefas matemáticas para promover o ensino de padrões de acordo com os objetivos propostos pelo currículo escolar chileno da Educação Infantil e do Ensino Fundamental. [Resultados] Os resultados obtidos mostram uma variedade de tarefas matemáticas para ensinar padrões, predominando, na Educação Infantil, um ensino no contexto informal e, no Ensino Fundamental, um ensino no contexto formal. Por outro lado, a maioria das tarefas matemáticas atende a um baixo nível de demanda cognitiva e se concentram principalmente em tarefas que mobilizam a capacidade de estender um padrão, ou seja, enfocadas em estender uma sequência. [Conclusões] Conclui-se que as tarefas projetadas pelo futuro corpo docente carecem de consolidação para abordar plenamente o estudo dos padrões nos anos iniciais. Portanto, é necessário oferecer aos professores experiências de formação que permitam o progresso na concepção de tarefas matemáticas que promovam o processo de generalização através da exploração de padrões repetitivos e numéricos. Universidad Nacional, Costa Rica 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Papers evaluated by academic peers Artículos evaluados por pares académicos application/pdf text/html application/epub+zip https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16801 10.15359/ru.37-1.2 Uniciencia; Vol. 37 No. 1 (2023): Uniciencia. January-December, 2023; 1-20 Uniciencia; Vol. 37 Núm. 1 (2023): Uniciencia. January-December, 2023; 1-20 Uniciencia; v. 37 n. 1 (2023): Uniciencia. January-December, 2023; 1-20 2215-3470 spa https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16801/27593 https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16801/27594 https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/16801/27595 Copyright (c) 2023 Shared by Journal and Authors (CC-BY-NC-ND)

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