a enseñanza de estrategias cognitivas constituye, seguramente, una de las grandes propuestas de la Psicología de la Educación en estas últimas décadas de nuestro siglo. Es notorio, sin embargo, que el indudable respaldo teórico y experimental que amparan estas ideas no se ha visto acompañado por un impacto correlativo en la vida escolar.Pensemos, por ejemplo, en las estrategias que favorecen la comprensión de los textos. El número de experimentos instruccionales exitosos es realmente notable: sólo en nuestro país sería posible mencionar media docena de investigadores que publican (o han venido publicando) regularmente experimentos instruccionales de esta temática concreta (
In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that both groups of teachers are different in how they direct the student's attention toward the essential aspects implied in the resolution of word problem. On the one hand, the in-service teachers guaranteed students' understanding of the problem before dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service teachers allowed a high level of student participation, while student teachers took a more prominent role so children's participation was lower.The importance of sociocultural context in the acquisition of mathematical knowledge is becoming more and more widely accepted. Specifically, educational research assumes that a large part of pupils' mathematics ideas are developed in the interaction between teachers and pupils in communication situations aimed at the acquisition of shared knowledge. In this regard, special attention has been paid to the study of the discourse used by teachers and pupils in classrooms with the object of analyzing aspects that aid the understanding of how maths learning takes place.As we shall explain below, the study of educational practice in general and of discourse in particular has not been carried out in a uniform manner. Our aim in the present article is to
Este trabajo responde a la convicción de que es necesario estudiar (y no sólo intentar cambiar) la realidad educativa. Por ello se analiza: (1) la distancia existente entre la visión de un grupo de quince maestras y dos asesores (dos de los autores) en una experiencia de asesoramiento para resolver problemas de comprensión en el aula; y (2) las acciones realizadas para alcanzar una definición compartida de dichos problemas que permita colaborar en su solución. Los resultados del análisis muestran que a los asesores les costó actuar de acuerdo con sus propósitos iniciales: asumieron una gran responsabilidad en la redefinición de los significados de los problemas y no siempre hicieron público a las maestras el razonamiento seguido. Estos resultados permiten especular sobre cómo compartir significados de un modo eficaz, pero, más importante aún, revelan las dificultades inherentes al intento de transformar los principios teóricos en actuaciones educativas, dificultades que parece necesario conocer.
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