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Cooperation of teachers and researchers in the construction of knowledge in the teaching of mathematics: experiences in preschool and secondary school in Mexico

Cooperación de docentes e investigadores en la construcción de conocimiento en la enseñanza de las matemáticas: experiencias en preescolar y secundaria en México

dc.creatorLaguna, María
dc.creatorCastaño Torres, Yesenia
dc.creatorBlock Sevilla, David
dc.date2024-12-04
dc.date.accessioned2025-04-14T21:15:15Z
dc.date.available2025-04-14T21:15:15Z
dc.identifierhttps://www.perspectivaeducacional.cl/index.php/peducacional/article/view/1584
dc.identifier10.4151/07189729-Vol.63-Iss.3-Art.1584
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/252129
dc.descriptionThis article reviews the joint construction of didactic-mathematical knowledge in two investigations involving teachers and researchers at the preschool and secondary levels in Mexico. In the preschool research, we studied the transformations made by two teachers to didactic situations involving data analysis as they implemented them with their students. Educators and researchers collaborated to enhance the didactic designs, ensuring they were more suitable for regular classroom instruction (Laguna, 2016). The findings indicated that these modifications did not compromise the core objectives of the didactic sequences; rather, they added depth to their significance. The study in secondary school aimed to address the school teaching of geometry through the analysis and implementation of a short sequence of three didactic situations for the study of some geometric figures and the characteristics that determine the congruence of two triangles (Castaño, 2021). We analyze the mathematical-didactic knowledge generated through the collaboration between researchers and teachers, focusing on the key episodes that shaped transformative experiences for the teachers involved. Even though the experiences were not considered Cooperative Engineering (Sensevy et al., 2013), in both investigations, joint planning, classroom implementation by teachers, and subsequent analysis were placed at the center of the work dynamics between researchers and teachers. The collaboration that emerged had different nuances in each research. In preschool, it was not a central element foreseen by the teachers. Still, forms of joint work were developed that helped us to understand the transformations of the didactic sequences and the factors that originated them. For the secondary level, the collaborative approach (Desgagné et al., 2001) was the methodological strategy that allowed us to explore a device of teacher professional development through the analysis and implementation of didactic situations. For this article, we selected episodes from the discussions that took place in the collective meetings of the two studies and reviewed them based on three principles of CE: the engineering stance, the search for symmetry, and the ascent from the abstract to the concrete (Santini et al., 2024). The results show the nuances of cooperation and how it resulted in the construction of joint knowledge, which led us to rethink our research based on the contributions of CE. We believe that the analysis presented enriches the discussion about the modalities of collaborative work between teachers and researchers and raises questions for further studies.  en-US
dc.descriptionEn este artículo revisamos la construcción conjunta de conocimiento didáctico-matemático en dos experiencias de investigación que involucraron a docentes e investigadores: una en preescolar, sobre gráficas de barras, y otra en secundaria, centrada en el análisis de figuras geométricas. Aunque las experiencias no se plantearon como Ingenierías Cooperativas (Sensevy et al., 2013), tuvieron a la planificación conjunta, la implementación de situaciones didácticas y el análisis posterior como elementos centrales del trabajo colaborativo. Seleccionamos episodios de las discusiones que se dieron en las reuniones colectivas y los revisamos a partir de tres principios de la IC: la postura de ingeniero, la búsqueda de simetría y el ascenso de lo abstracto a lo concreto (Santini et al., 2024). Los resultados muestran los matices de la cooperación y cómo esta dio lugar a la construcción de conocimiento conjunto, lo que nos llevó a repensar nuestras investigaciones a partir de los aportes de la IC.  es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherPontificia Universidad Católica de Valparaísoes-ES
dc.relationhttps://www.perspectivaeducacional.cl/index.php/peducacional/article/view/1584/558
dc.rightsDerechos de autor 2024 María Laguna, Yesenia Castaño Torres, David Block Sevillaes-ES
dc.rightshttps://creativecommons.org/licenses/by-sa/4.0es-ES
dc.sourcePerspectiva Educacional; Vol. 63 No. 3 (2024); 119-140en-US
dc.sourcePerspectiva Educacional; Vol. 63 Núm. 3 (2024); 119-140es-ES
dc.source0718-9729
dc.subjectCooperaciónes-ES
dc.subjectIngeniería cooperativaes-ES
dc.subjectenseñanza de las matemáticases-ES
dc.subjecteducación preescolares-ES
dc.subjecteducación secundariaes-ES
dc.subjectCooperationen-US
dc.subjectcooperative engineeringen-US
dc.subjectmathematics educationen-US
dc.subjectpreschool educationen-US
dc.subjectsecondary educationen-US
dc.titleCooperation of teachers and researchers in the construction of knowledge in the teaching of mathematics: experiences in preschool and secondary school in Mexicoen-US
dc.titleCooperación de docentes e investigadores en la construcción de conocimiento en la enseñanza de las matemáticas: experiencias en preescolar y secundaria en Méxicoes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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