Impacto de un programa en el desarrollo de resolución de problemas dirigido a docentes de educación primaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El estudio evaluó el impacto del programa de capacitación "Mateaventuras" en el desarrollo de la resolución de problemas en docentes de educación primaria. Se empleó un enfoque aplicado con diseño cuasiexperimental de pre y postest con grupo control. Participaron 28 docentes, distribuidos equitativamente en grupo experimental y grupo control. El instrumento utilizado fue un cuestionario sobre conocimientos en resolución de problemas, basado en el enfoque de matemática realista, que consideró las dimensiones de metodología y competencias matemáticas. Los resultados evidenciaron mejoras significativas (p < .001) en el grupo experimental tanto en el puntaje global como en las dimensiones específicas, en comparación con el grupo control. Se concluye que el programa "Mateaventuras" favorece el desarrollo de competencias clave para la enseñanza de la matemática y constituye una alternativa eficaz de formación docente en entornos virtuales.
The study evaluated the impact of the "Mateaventuras" training program on the development of problem solving in elementary school teachers. An applied approach was used with a quasi-experimental design of pre and post-test with a control group. Twenty-eight teachers participated, equally distributed in experimental and control groups. The instrument used was a questionnaire on knowledge in problem solving, based on the realistic mathematics approach, which considered the dimensions of methodology and mathematical competences. The results showed significant improvements (p < .001) in the experimental group both in the global score and in the specific dimensions, compared to the control group. It is concluded that the "Mateaventuras" program favors the development of key competencies for the teaching of mathematics and constitutes an effective alternative for teacher training in virtual environments.
The study evaluated the impact of the "Mateaventuras" training program on the development of problem solving in elementary school teachers. An applied approach was used with a quasi-experimental design of pre and post-test with a control group. Twenty-eight teachers participated, equally distributed in experimental and control groups. The instrument used was a questionnaire on knowledge in problem solving, based on the realistic mathematics approach, which considered the dimensions of methodology and mathematical competences. The results showed significant improvements (p < .001) in the experimental group both in the global score and in the specific dimensions, compared to the control group. It is concluded that the "Mateaventuras" program favors the development of key competencies for the teaching of mathematics and constitutes an effective alternative for teacher training in virtual environments.
Description
Vol. 9, No. 38