Dificultades de Aprendizaje en Matemática en los niveles iniciales:Investigación y formación en la escuela italiana Ivonne GONZÁLEZ*, Guido BENVENUTO**, Nicoletta LANCIANO** *Universidad Santo Tomás, Chile **Universitá di Roma La Sapienza, Italia (Recibido 3 Junio 2016; Aceptado 18 Julio, 2016) RESUMEN:La presente investigación se circunscribe en el ámbito de la evaluación de las dificultades de aprendizaje en matemática inicial, tiene por objetivo profundizar en el conocimiento de la Competencia Matemática Temprana (CMT) a través de la observación e interpretación de las estrategias utilizadas por los niños para resolver tareas de tipo relacional y numérica. La investigación tiene la intención de poner un especial énfasis en romper la barrera del error como sinónimo de fracaso y avanzar hacia mejores estrategias de potenciamiento y prevención de las dificultades de aprendizaje en un contexto de investigación y formación histórica en la escuela italiana. En términos metodológicos, se trabajó con docentes de los niveles iniciales de escolarización (escuela de la infancia y primaria) y dirigentes escolares de 14 establecimientos de diversidad geográfica, territorial y sociocultural de las ciudades de Roma, Terni y Trieste, los que participaron en los años 2012, 2013 y 2014 en la validación para la población italiana del Early Numeracy Test-R (ENT-R
Difficulties of Learning in Mathematics in the initial levels: Research and training in the Italian schoolABSTRACT:This research concerns the field of assessment of learning difficulties in mathematics in the early years. It aims to deepen the knowledge of Early Mathematical Competence (in spanish CMT: Competencia Matemática Temprana) through observation and interpretation of the strategies used by children for solve numerical and relational tasks. The research intends to place special emphasis to break the stereotype that considers error as a failure and move toward better strategies of empowerment and prevention of learning difficulties in a context of research and training in the Italian school. In terms of methodology, we worked with teachers in the initial levels of schooling (primary and preprimary school) and school leaders from 14 schools located in different geographical, territorial and socio-cultural contexts in the city of Rome, Trieste and Terni, who participated in the years 2012, 2013 and 2014
The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.
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