Futuros profesores chilenos de matemática: ¿se sienten preparados para impartir Pensamiento Computacional y Programación?
Abstract
Las recientes actualizaciones de las bases curriculares chilenas han introducido un nuevo electivo de Pensamiento Computacional y Programación, definiendo los estándares que deben lograr los alumnos. Sin embargo, el éxito de esta implementación depende de la preparación de los profesores en matemática, sobre la cual no existen investigaciones previas en el país. En base a lo anterior, el estudio evaluó el nivel de conocimientos y habilidades de una muestra de 212 alumnos de últimos semestres de carreras de Pedagogía en Matemática de ocho universidades del país, considerando posibles diferencias de género. Se realizó un estudio de diseño transversal descriptivo correlacional, utilizando el cuestionario como instrumento. Los resultados indican que, si bien los futuros docentes, tanto hombres como mujeres, muestran un nivel básico de competencias digitales, carecen de preparación necesaria para abordar de manera efectiva el programa, generando inseguridad y desconfianza. También, se reveló que algunas competencias se desarrollan de manera integrada, mientras otras parecen estar desconectadas o no presentar relación, sin encontrar diferencias significativas por género. Estos hallazgos señalan que las universidades deben reforzar la formación inicial docente en matemática para garantizar el desarrollo de las competencias y así, implementar efectivamente el programa, independientemente del género de ellos.
Recent updates to the Chilean curricular bases have introduced a new Computational Thinking and Programming elective, defining the standards that students must achieve. However, the success of this implementation depends on the preparation of teachers in mathematics, on which there is no previous research in the country. Based on the above, the study evaluated the level of knowledge and skills of a sample of 212 students in the last semesters of Mathematics Pedagogy careers from eight universities in the country, considering possible gender differences. A cross-sectional descriptive correlational design study was carried out, using the questionnaire as an instrument. The results indicate that, although future teachers, both men and women, show a basic level of digital skills, they lack the necessary preparation to effectively address the program, generating insecurity and mistrust. It was also revealed that some competencies are developed in an integrated manner, while others seem to be disconnected or unrelated, without finding significant differences by gender. These findings indicate that universities should reinforce initial teacher training in mathematics to guarantee the development of competencies and thus effectively implement the program, regardless of their gender.
Recent updates to the Chilean curricular bases have introduced a new Computational Thinking and Programming elective, defining the standards that students must achieve. However, the success of this implementation depends on the preparation of teachers in mathematics, on which there is no previous research in the country. Based on the above, the study evaluated the level of knowledge and skills of a sample of 212 students in the last semesters of Mathematics Pedagogy careers from eight universities in the country, considering possible gender differences. A cross-sectional descriptive correlational design study was carried out, using the questionnaire as an instrument. The results indicate that, although future teachers, both men and women, show a basic level of digital skills, they lack the necessary preparation to effectively address the program, generating insecurity and mistrust. It was also revealed that some competencies are developed in an integrated manner, while others seem to be disconnected or unrelated, without finding significant differences by gender. These findings indicate that universities should reinforce initial teacher training in mathematics to guarantee the development of competencies and thus effectively implement the program, regardless of their gender.
Description
Vol. 29, No. 29