DOI:
https://doi.org/10.14483/22484728.16727Publicado:
2020-09-19Número:
Vol. 14 Núm. 2 (2020)Sección:
Visión ActualHow exclusion, inequality, curriculum and the teacher's expectations influence the learning of school mathematics
Influencia de la exclusión, la desigualdad, el currículo y las expectativas del maestro en el aprendizaje de las matemáticas escolares
Palabras clave:
Equity, Flexibilization of the curriculum, Inclusion, Recreational mathematics, Robust thinking, Teacher expectations (en).Palabras clave:
Equidad, Flexibilización del currículo, Inclusión, Matemática recreativa, Pensamiento robusto, Expectativas de los maestros (es).Descargas
Resumen (en)
This article discusses about the researches that highlighting the importance of inclusion, equity, curriculum flexibility, and teacher expectations for the motivation and academic outcomes from the students. The analysis is based on the literature in which it found the foundations for understanding and describing how these components interrelate and intervene directly in the mathematics learning.
Resumen (es)
En este artículo se analizan investigaciones que destacan la importancia de la inclusión, la equidad, la flexibilización del currículo, y las expectativas de los maestros en la motivación y los resultados académicos de los estudiantes. El análisis se fundamenta en la literatura en la cual se sientan las bases para entender y describir cómo estos componentes se interrelacionan e intervienen en forma directa en el aprendizaje de las matemáticas.
Referencias
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J. Boaler, “Promoting 'relational equity' and high mathematics achievement through an innovative mixed‐ability approach”, British Educational Research Journal, vol. 34, no. 2, pp. 167-194, 2013. https://doi.org/10.1080/01411920701532145
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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