DOI:

https://doi.org/10.14483/22484728.16727

Publicado:

2020-09-19

Número:

Vol. 14 Núm. 2 (2020)

Sección:

Visión Actual

How 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

Autores/as

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).

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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

T. Booth, M Ainscow, “Guía para la educación inclusiva: desarrollando el aprendizaje y la participación en los centros escolares, 2015. [Online]. Available at: https://www.oei.es/historico/IndexLibroAgosto.pdf

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

M. Askew, “Diversity, inclusion and equity in mathematics classrooms: From individual problems to collective possibility”, Diversity in mathematics education, pp. 129-145, 2014. https://doi.org/10.1007/978-3-319-05978-5_8

J. Boaler, “Designing mathematics classes to promote equity and engagement”, Journal of Mathematical Behavior, vol. 41, pp. 172-178, 2016. https://doi.org/10.1016/j.jmathb.2015.01.002

H. Roos, “Developing Inclusion in Mathematics: The Impact of the Principal”, Nordic Research network on Special Needs Education in Mathematics (NORSMA 7), pp. 14-15, 2013.

N. L. Hobson, “Six Ways Mathematics Instructors Can Support Diversity and Inclusion”, 2017. [Online]. Available at: https://blogs.ams.org/matheducation/2017/03/06/six-ways-mathematics-instructors-can-support-diversity-and-inclusion/

P. Tan, “Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices”, International Journal of Whole Schooling, vol. 13, no. 3, pp. 28-38, 2017.

P. Grootenboer, M. Marshman, “Changes in Affective Responses to Mathematics Through the Middle School Years”, Mathematics, Affect and Learning, pp. 91-110, 2015. https://doi.org/10.1007/978-981-287-679-9_6

M. Marshman, R. Brown, “Coming to Know and Do Mathematics with Disengaged Students”, Mathematics Teacher Education and Development, vol. 16, no. 2, pp. 71-88, 2014.

C. Rubie‐Davies, J. Hattie, R. Hamilton, “Expecting the best for students: Teacher expectations and academic outcomes”, British Journal of Educational Psychology, vol. 76, no. 3, pp. 429-444, 2010. https://doi.org/10.1348/000709905X53589

N. Balacheff, “A study of students' proving processes at the junior high school level”, 1988. [Online]. Available at: https://hal.archives-ouvertes.fr/hal-01652045/document

H. H. Wu, “Potential impact of the common core mathematics standards on the American curriculum”, Mathematics curriculum in school education, pp. 119-142, 2014. https://doi.org/10.1007/978-94-007-7560-2_7

B. J. Robayo, J. Duarte, “La responsabilidad del currículo de matemáticas en la formación de ciudadanos que cuestionen la estructura social de clases”, Revista Colombiana de Educación, no. 73, pp. 299-322, 2017. https://doi.org/10.17227/01203916.73rce299.322

E. J. Barbeau, P. J. Taylor, “ICMI study 16: Challenging mathematics in and beyond the classroom: Discussion document”, Educational studies in mathematics, vol. 60, no. 1, pp. 125-139, 2005. https://doi.org/10.1007/s10649-005-8481-7

K. Y. Wong, M. Koyama, K. H. Lee, “Mathematics curriculum policies: a framework with case studies from Japan, Korea, and Singapore”, Mathematics curriculum in school education, pp. 79-91, 2014. https://doi.org/10.1007/978-94-007-7560-2_5

L. Verschaffel, J. Torbeyns, B. Smedt, K. Luwel, W. Van Dooren, “Strategy flexibility in children with low achievement in mathematics”, Educational and Child Psychology, vol. 24, no. 2, pp. 16-27, 2007.

A. Schoenfeld, “Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics”, Journal of education, vol. 96, no. 2, pp. 1-38, 2016. https://doi.org/10.1177%2F002205741619600202

A. H. Schoenfeld, “An Introduction to the Teaching for Robust Understanding (TRU) Framework”, 2016. [Online]. Available at: https://truframework.org/wp-content/uploads/2018/03/Introduction-to-TRU-2018-version.pdf

Cómo citar

APA

Rincón Castillo, J. H., & Falk de Losada, M. (2020). How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics. Visión electrónica, 14(2), 271–278. https://doi.org/10.14483/22484728.16727

ACM

[1]
Rincón Castillo, J.H. y Falk de Losada, M. 2020. How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics. Visión electrónica. 14, 2 (sep. 2020), 271–278. DOI:https://doi.org/10.14483/22484728.16727.

ACS

(1)
Rincón Castillo, J. H.; Falk de Losada, M. How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics. Vis. Electron. 2020, 14, 271-278.

ABNT

RINCÓN CASTILLO, J. H.; FALK DE LOSADA, M. How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics. Visión electrónica, [S. l.], v. 14, n. 2, p. 271–278, 2020. DOI: 10.14483/22484728.16727. Disponível em: https://revistas.udistrital.edu.co/index.php/visele/article/view/16727. Acesso em: 27 sep. 2021.

Chicago

Rincón Castillo, Jorge Harvey, y Mary Falk de Losada. 2020. «How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics». Visión electrónica 14 (2):271-78. https://doi.org/10.14483/22484728.16727.

Harvard

Rincón Castillo, J. H. y Falk de Losada, M. (2020) «How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics», Visión electrónica, 14(2), pp. 271–278. doi: 10.14483/22484728.16727.

IEEE

[1]
J. H. Rincón Castillo y M. Falk de Losada, «How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics», Vis. Electron., vol. 14, n.º 2, pp. 271–278, sep. 2020.

MLA

Rincón Castillo, J. H., y M. Falk de Losada. «How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics». Visión electrónica, vol. 14, n.º 2, septiembre de 2020, pp. 271-8, doi:10.14483/22484728.16727.

Turabian

Rincón Castillo, Jorge Harvey, y Mary Falk de Losada. «How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics». Visión electrónica 14, no. 2 (septiembre 19, 2020): 271–278. Accedido septiembre 27, 2021. https://revistas.udistrital.edu.co/index.php/visele/article/view/16727.

Vancouver

1.
Rincón Castillo JH, Falk de Losada M. How exclusion, inequality, curriculum and the teacher’s expectations influence the learning of school mathematics. Vis. Electron. [Internet]. 19 de septiembre de 2020 [citado 27 de septiembre de 2021];14(2):271-8. Disponible en: https://revistas.udistrital.edu.co/index.php/visele/article/view/16727

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