Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículo Especial

Vol. 13 Núm. 4(II) (2010): Número Especial /Diciembre

LA RELACIÓN DEL COMPORTAMIENTO DEL PROFESOR CON EL AVANCE COGNITIVO DE LOS ESTUDIANTES AL INTRODUCIR UN SOFTWARE EDUCATIVO EN EL AULA

Publicado
2010-06-23

Resumen

En la primera parte de este artículo se describe brevemente un estudio con el objetivo de indagar los beneficios de introducir en las aulas de educación primaria una computadora, un proyector y un paquete de cómputo diseñado con principios didácticos bien fundamentados. Sin embargo, el propósito principal aquí es mostrar el efecto que tuvo el tipo de comportamiento del profesor sobre el avance cognitivo de sus estudiantes dentro de esta situación de enseñanza. Los resultados revelaron la fuerte influencia de los modos de instrucción y de interacción del profesor, a los cuales señala como factores críticos en el proceso de enseñanza-aprendizaje de cualquier modelo pedagógico. Por otro lado, el comportamiento del profesor es en gran medida un reflejo de su "Conocimiento Matemático para la Enseñanza" (una amalgama de contenido y pedagogía) y cómo lo lleva al aula. De manera que éste último es el aspecto esencial que hay que atender, si se desean avances significativos en la educación.

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