RESOLVER PROBLEMAS NO ES EL PROBLEMA. UNA REFLEXIÓN SOBRE LA PRÁCTICA DOCENTE

RESOLVER PROBLEMAS NO ES EL PROBLEMA. UNA REFLEXIÓN SOBRE LA PRÁCTICA DOCENTE

2019 | GICELA MARÍA RODRÍGUEZ GUZMÁN
This thesis, titled "Resolver problemas no es el problema. Una reflexión sobre la práctica docente," is a comprehensive reflection on the author's teaching practice, specifically focusing on the resolution of additive problems with sixth-grade students at the Rural Departmental Educational Institution of San Joaquín. The work is presented as a partial requirement for the Master's degree in Mathematics Education at the National Pedagogical University. The author, Gicela María Rodríguez Guzmán, a non-licensed professional teacher, explores the importance of reflection in her teaching practice. She identifies four categories of professional knowledge for mathematics teachers: Fundamentals, Transformations, Connections, and Contingency. These categories are analyzed in three key moments of her reflective process: Reflection For the Practice, Reflection In the Practice, and Reflection On the Practice. The methodology used is Action Research, which allows for the documentation and systematic reconstruction of her reflective process. The author uses various instruments, including personal diaries, supervision records, reading notes, and audio recordings, to gather and analyze data. Three tables are constructed to document the reflective process at each of the three moments. The thesis is structured into five chapters. The first chapter introduces the problem and justifies its relevance, setting the stage for the reflective process. The second chapter provides a theoretical framework for reflection, addressing questions such as what reflection is, how teachers can reflect, and what aspects of teaching can be reflected upon. The third chapter outlines the methodology and the instruments used to collect and analyze data. The fourth chapter presents the reflective process, divided into the three moments and four categories. The fifth chapter concludes with the author's reflections, recommendations, and suggestions for future research. The author emphasizes the importance of reflection as a systematic process for professional development and the need to recognize teachers as professionals who can improve their practice through reflection. She also highlights the significance of the four categories of professional knowledge in her reflective process, particularly in understanding and addressing the challenges faced by her students in solving additive problems.This thesis, titled "Resolver problemas no es el problema. Una reflexión sobre la práctica docente," is a comprehensive reflection on the author's teaching practice, specifically focusing on the resolution of additive problems with sixth-grade students at the Rural Departmental Educational Institution of San Joaquín. The work is presented as a partial requirement for the Master's degree in Mathematics Education at the National Pedagogical University. The author, Gicela María Rodríguez Guzmán, a non-licensed professional teacher, explores the importance of reflection in her teaching practice. She identifies four categories of professional knowledge for mathematics teachers: Fundamentals, Transformations, Connections, and Contingency. These categories are analyzed in three key moments of her reflective process: Reflection For the Practice, Reflection In the Practice, and Reflection On the Practice. The methodology used is Action Research, which allows for the documentation and systematic reconstruction of her reflective process. The author uses various instruments, including personal diaries, supervision records, reading notes, and audio recordings, to gather and analyze data. Three tables are constructed to document the reflective process at each of the three moments. The thesis is structured into five chapters. The first chapter introduces the problem and justifies its relevance, setting the stage for the reflective process. The second chapter provides a theoretical framework for reflection, addressing questions such as what reflection is, how teachers can reflect, and what aspects of teaching can be reflected upon. The third chapter outlines the methodology and the instruments used to collect and analyze data. The fourth chapter presents the reflective process, divided into the three moments and four categories. The fifth chapter concludes with the author's reflections, recommendations, and suggestions for future research. The author emphasizes the importance of reflection as a systematic process for professional development and the need to recognize teachers as professionals who can improve their practice through reflection. She also highlights the significance of the four categories of professional knowledge in her reflective process, particularly in understanding and addressing the challenges faced by her students in solving additive problems.
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