Sergio Morales

This research explores the sustainability aspects of an interdisciplinary lesson based on a cross-border lesson study between Brazil and Chile in primary education. The design of the cross-border STEM lesson faced the challenge of jointly developing and implementing a lesson plan in two languages, for distinct school and cultural contexts. Two groups of teachers from both countries communicated in their sixth-grade public school classrooms, extending their everyday classrooms with the use of synchronous communication and technology, allowing students to participate both remotely and in person. To foster the sustainability competency, the lesson promoted argumentative debate with data-based evidence on energy use in each country. The GreenComp sustainability competency framework provided the analytical perspective to evaluate the tasks of this lesson plan. The analysis indicates that the lesson, designed through a cross-border lesson study, along with its interdisciplinary nature and debate based on real data, were key elements in identifying the development of seven of the twelve sustainability competencies established in the framework among sixth-grade students.

Mediante un estudio de diseño que desarrolla una trayectoria hipotética de aprendizaje para la inferencia estadística informal (ISI), se introdujo a estudiantes de grado 3 y 4 (n=23), conceptos claves de variabilidad, muestreo repetido y distribución muestral empírica. La trayectoria de cinco pasos con un enfoque lúdico del experimento aleatorio del lanzamiento de dos monedas comprendía: obtener muestras; reconocer la incertidumbre y expresarla con lenguaje de posibilidades; contrastar predicciones mediante muestreo repetido; visualizar y reconocer la variabilidad entre muestras; asignar niveles de posibilidades considerando la distribución muestral empírica al generalizar más allá de los datos. Los resultados indican que los estudiantes de ambos grados pueden acceder a conceptos de la ISI, logrando hacer inferencias informales y presentando niveles sofisticados en el razonamiento propio de la ISI.

Since there are few instruments to measure of teaching in early childhood mathematics education, it is described the construction and validation of a Scale to Measure Mathematics Teaching Capability in Practice of preservice early childhood teachers. Through of the validation by expert judgment, the scale obtained a content validity of .97 Aiken's V coefficient and a reliability of .80 Cronbach's alpha coefficient. The work contributes with an instrument for initial teacher training processes and increases the corpus of knowledge about early mathematics education.

Virtual education has grown exponentially in the past year due to the global COVID19 pandemic. In this context, the exploration of teachers’ perceptions of their students’ emotions when using ICTs has become more relevant. The aim of this study was two-fold, on the one hand, to analyze how teachers perceived their students’ emotions and, on the other hand, to analyze the emotions teachers wanted to modulate in their students when using ICTs. To this end, an interpretative and comparative study was implemented using the Lexical Availability technique. The sample was formed by 178 Chilean teachers who took a lexical availability test. The analysis included general vocabulary through network graphs and a comparison across gender, academic background, school type and knowledge area. The results made it possible to identify the latent mental lexicon of teachers, revealing significant differences in the perception of emotions, according to gender and ICTs use and according to gender and knowledge area. The study further projects the potential of lexical availability to determine the emotions required by Affective Informatics in the adaptability of educational systems and to make adjustments to the instructional design.

Resumen Los futuros profesores de matemáticas requieren una educación integrada para responder a las exigencias del sistema escolar, de manera que sean capaces de vincular explícitamente conocimientos adquiridos en su formación con las experiencias basadas-en-la-práctica. Este artículo tiene por objetivo indagar acerca de los vínculos y brechas entre los conocimientos teóricos y los conocimientos prácticos perceptuales de una estudiante a profesora que participa de una experiencia de Estudio de Clases en un curso universitario, a través del plan de la lección, observación de clases y entrevistas. Los resultados del estudio evidencian situaciones asociadas con estos vínculos y brechas entre los conocimientos de una futura profesora, que emergen en la experiencia de enseñanza de la multiplicación de expresiones algebraicas, y cómo estos influyen en la comprensión sobre su gestión y en las oportunidades de aprendizaje de sus alumnos.