Artículos de Revistas

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Análisis de la atención visual de estudiantes a través de gafas espía
(Universidad Nacional de Costa Rica, 2022-06) Farsani, Danyal; Villa-Ochoa, Jhony Alexander
La atención visual es un indicador importante en las interacciones entre docentes y estudiantes. Este artículo presenta los resultados de un estudio que buscó determinar cómo fluctúa la atención visual que los estudiantes prestan a la persona docente durante sus clases de matemáticas e inglés y detectar posibles diferencias en dicha atención. El estudio se llevó a cabo en una escuela secundaria con una muestra de 16 estudiantes (varones). Los datos se obtuvieron a través de una mini cámara de video, montada sobre las gafas que son usadas por los estudiantes. A través del uso de imágenes de Google, analizamos de manera automática y objetiva 2613 fotogramas de las grabaciones en las que la persona docente de la clase aparecía en el campo visual de los estudiantes. Los resultados dan cuenta de la diferencia en la atención visual de los estudiantes entre los introvertidos y los extrovertidos durante los 90 minutos de clase. También se observó que los estudiantes estaban más comprometidos visualmente cuando el discurso de la persona docente estaba acompañado de gestos. Se destaca la importancia de diversificar las interacciones que busque otras formas de comprometer a los estudiantes en los últimos dos tercios de la clase. Algunas implicaciones para los programas de desarrollo profesional se derivan de este estudio.
Autorreflexión en la trayectoria docente: propuesta para su desarrollo desde el modelo SIC
(Universidad Técnica de Manabí, 2021-10-22) Luci-Arriagada, Gina; Haas Prieto, Valentina; Cárdenas Berrio, María Karla
El artículo aborda los principios fundamentales sobre los que se basa el modelo de autorreflexión SIC (Sentido – Intervención – Cierre). Dicho modelo se sustenta en los aportes teóricos de Zimmerman, fundamentalmente. Este modelo ofrece preguntas orientadoras a partir de tres fases de trabajo para el proceso de autorreflexión en la práctica docente como profesión. A partir de este modelo de carácter cualitativo, se plantea la necesidad de contar con una herramienta más operativa que permita medir desde el punto de vista de los docentes, la autorreflexión teniendo en cuenta varias dimensiones que involucran el saber práctico y la construcción del saber pedagógico en el proceso docente. Dicho instrumento ha sido confeccionado a partir de la experiencia de las autoras y la revisión bibliográfica, el que se ha validado en diversas instancias formativas.
Cuerpo dramatizado: una estrategia socioeducativa para la igualdad de género en educación primaria
(Juan Carlos Muñoz Díaz, 2024-10-02) Sánchez-Duque, Carmen Gloria; Chacón-Gordillo, Pedro; Barros-Rodríguez, Francisco
El presente estudio de caso, analiza la dramatización como una estrategia de enseñanza socioeducativa, la cual ha sido promovida en dos clases de 3° de Primaria en un colegio de España, introduciendo estrategias provenientes de la pedagogía teatral, concretamente del teatro de formas animadas, con el objetivo de valorar cómo los estudiantes son capaces de reflexionar sobre la igualdad de género a través de dramatizaciones que promueven el encuentro con el cuerpo expresivo, los objetos, el espacio y el colectivo. Demostrando esta formación teatral, la adquisición en los estudiantes para expresarse de manera corporizada y verbal sobre las desigualdades de género, adquiriendo en el proceso confianza en sí mismos, empatía y colaboración. Concluyendo que la dramatización es una estrategia que potencia el pensamiento y el accionar divergente, siendo una vía para lograr el autoconocimiento y repensar perspectivas de género.
Cultural historical analysis of Iranian school mathematics curriculum: the role of computational thinking
(Universitas Sriwijaya; Indonesian Mathematical Society (IndoMS), 2021-09) Rafiepour, Abolfazl; Farsani, Danyal
In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.
Design-based development of educative curriculum material for deliberative human rights education
(Taylor & Francis, 2023-06) Guzmán, Valentina; Larrain, Antonia; Álvarez Valdés, Carolina; Fernández, Ivettre; Herrera, David; Urrutia, Camila
Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material’s structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed.
Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution
(Springer Nature, 2022-02-18) Becerra, Beatriz; Núñez, Paola; Vergara, Claudia; Santibáñez, David; Krüger, Dirk; Cofré, Hernán
Despite the importance of evolution to understand biology, there is signifcant evidence that many biology teachers have difculties to successfully teach this topic. The purpose of this study is to describe procedures by which a paper-and-pencil instrument to assess teachers’ pedagogical content knowledge for evolution (PCKevo) was developed and validated. The instrument was created to measure the components proposed in the model of Magnusson et al. (1999), except for the orientations. The creation of the questionnaire was carried out through eleven steps: (1) conceptualization, (2–4) creation of items and rubric reviewed by experts (focus on content and construct validity), (5–7) piloting a 32-item questionnaire to 10 biology teachers (focus on face and construct validity and reliability), (8–10) piloting a 16-item questionnaire to 61 biology teachers (focus on discriminant and construct validity and reliability), (11) application of a diferent instrument (CoRe interview) to four teachers (focus on criterion validity). The fnal version of the questionnaire (which includes three PCK components) showed in a Rasch analysis for the reliability of the items (α=0.90) and persons (α=0.81) adequate values. When applying the fnal version of the questionnaire, there is also evidence of discriminant validity (diferences between two groups of teachers with or without professional development in evolution education). The contributions of the PCKevo instrument for research topics and evolution teaching are discussed.
Developing conceptual understanding of Irrational numbers based on technology through activity system
(City University of New York, 2022) Rafiepour, Abolfazl; Abdolahpour, Kazem; Farsani, Danyal
The main purpose of this study is to develop a conceptual understanding of the irrational number of the square root of 2 ( 2 ). Participants in the study were 20 ninth-grade male students. Activity Theory was used as a framework to show the development of the conceptual understanding. Since this study was conducted during the COVID-19 pandemic; online teaching method was adopted. In this teaching method, WhatsApp messaging and calculator were used as our basic technology. Virtual education lasted 2 sessions (120 minutes) for the development conceptual understanding of the irrational number of square root of 2. To produce data, WhatsApp Export Capability was used. For data analysis, the online teaching activity system was used. By analyzing this activity system, three tensions were understood. Modifying these tensions, has led to their students making the concept of the irrational number of the square root of 2 ( 2 ) and reach a single definition
Distributed embodiment of the persian term dæqi:qæn in forward gestures
(Springer, 2023-11-03) Khatin-Zadeh, Omid; Banaruee, Hassan; Farsani, Danyal; Hernandez-Barajas, Freddy; Farina, Mirko; Marmolejo-Ramos, Fernando
This study examined the embodied realization of the Persian term dæqi:qæn (exactly) when embodied through gestures. A group of thirty Persian native speakers were asked to express their opinions about six subjects in an interview setting. During the interview, the interviewer used some techniques to elicit the term dæqi:qæn from the participants. The types of gestures produced when participants used the term dæqi:qæn were analyzed. The results showed that the term dæqi:qæn was embodied primarily by forward hand gestures and to a lesser degree by forward head gestures. This suggests that a given term can be embodied across various parts of the body, but degree of realization of this embodiment process is not the same in all involved body parts. While some body parts are strongly involved and actively employed to embody a concept in gestures, other parts may be less involved or not involved at all. We call this process distributed embodiment. The term dæqi:qæn was strongly embodied in forward hand gestures, less strongly (but still significant) embodied in forward head gestures, and almost not embodied in the leg.
Embodiment and gestural realization of ergative verbs
(Springer, 2023-10-01) Khatin-Zadeh, Omid; Hu, Jiehui; Eskandari, Zahra; Banaruee, Hassan; Yanjiao, Zhu; Farsani, Danyal; Jiayong, He
In this study, we examined the gestural embodiment of active, passive, and active-form/passive-sense voices of ergative verbs in English. We analyzed gestures produced by presenters talking about a variety of subjects in a set of videos. We used several Chi-square tests to fnd out what type of gesture (representational, beat, and pointing gestures) co-occurred more frequently with active, passive, and active-form/passive-sense voices of ergative verbs. The results showed that representational gestures occurred more frequently with active than passive and active-form/passive-sense voices of ergative verbs. Furthermore, representational gestures occurred more frequently with active voices of ergative verbs having human subjects than non-human subjects. This was also the case with active-form/passive-sense sentences. Based on these results, it is suggested that form of a sentence is an infuential factor in the process of embodying the situation that is described by that sentence. Active voice of an English ergative verb is more likely to be accompanied by representational gestures and is embodied more strongly than passive and active-form/passive-sense voices of that verb.
Entre el reconocimiento y las trayectorias biográficas: una mirada sobre las juventudes en Argentina y Latinoamérica
(Universidad de Chile; Facultad de Ciencias Sociales, 2022-10) Carreras, Rafael Antonio; Escobar González, Sebastián
En el contexto de entrevistas realizadas a distintos investigadores de relevancia en el campo de estudio de las juventudes en América Latina y Europa, conversamos con Rafael Carreras, académico e investigador de la Universidad Nacional de Córdoba, construyendo un relato sobre su trayectoria académica considerando distintas variables que han marcado su labor, la psicología social comunitaria, el trabajo territorial con jóvenes y el uso de relatos biográficos en clave investigación-acción participante en el contexto argentino. La conversación comienza justamente con el origen del interés investigativo por las juventudes, donde el contexto sociopolítico es fundamental para iniciarse en la exploración de dicho grupo social. Así, se transita en distintas reflexiones sobre las juventudes en el contexto argentino y latinoamericano, integrando conceptos como neoliberalismo o pluridomonio. Finalmente, se establecen ciertas aperturas y pistas para estudiar a las juventudes en el actual contexto latinoamericano, el cual ha estado impactado por diversos hitos de protesta, violencia y transformación social.
Estudiantes con gratuidad en universidades prestigiosas: ajustes académicos para permanecer
(Centro de Estudios Avanzados en Niñez y Juventud del Cinde; Universidad de Manizales., 2023-08-25) Álvarez Valdés, Carolina
La educación superior en Chile se ha masificado; sin embargo, se mantiene una alta segmentación en el sistema. En 2016 comienza a implementarse la política de gratuidad, dirigida a estudiantes de menores ingresos. Esta investigación buscó comprender las experiencias académicas de estudiantes con gratuidad en universidades prestigiosas y selectivas, espacios tradicionalmente de reproducción de las clases altas y élites. Se realizaron entrevistas biográficas a trece estudiantes de estas universidades, así como un análisis temático temporal. Los resultados muestran que la obtención de la gratuidad emerge como un facilitador en el acceso, pero los/as estudiantes experimentan fuertes sensaciones de inadecuación académica; se muestran activos en transformar sus disposiciones, realizando un fuerte trabajo sobre sí para permanecer. Las experiencias de jóvenes de menores capitales muestran la persistencia de desigualdades.
Formación inicial docente basada en el practicum: la academia reflexiva como praxis fundamental para la formación de profesores
(Universidad Pedagógica Nacional de Colombia, 2023-01-01) Becerra-Sepúlveda, Carolina; Ibáñez-Muñoz, Rosa; Valenzuela-Giovanetti, Ezia
La calidad de la Educación constituye un compromiso y un deber con el sistema escolar; esta demanda atención especial a la Formación Inicial Docente de nuestros Profesores. Actualmente las Políticas Públicas en Chile desafían a las Universidades en cuanto a diversos requerimientos para la Formación de Profesores. Conscientes de esta situación, las universidades han instalado estrategias para mejorar los procesos formativos de sus futuros profesores, estableciendo mecanismos formales que articulan su currículo con una formación basada en la Práctica. Este artículo expone los resultados de una investigación cualitativa, que analiza el proceso de práctica de las carreras de pedagogía de una universidad privada en Chile, describiendo a su vez, los nudos críticos de los procesos formativos que la caracterizan. El estudio contempló un diseño etnometodológico, contando con la participación de 37 docentes tutores de prácticas y tres coordinadores, a través de un focus group. El abordaje de la información recopilada contempló un análisis del discurso a través de la herramienta Atlasti. Los resultados del estudio relevan la necesidad de repensar la práctica en la formación inicial docente a través de un modelo que represente y responda a las demandas de la sociedad del siglo XXI, en conjunto con la valorización del acto reflexivo al interior de la Academia que nutre y fortalece la formación inicial docente.
Future early childhood teachers designing problem-solving activities
(Bandung Himpunan Matematika Indonesia (IndoMS) bekerjasama dengan Program S2 Pendidikan Matematika, FKIP, Universitas Sriwijaya Palembang, 2022-06) Sala-Sebastià, Gemma; Breda, Adriana; Farsani, Danyal
This work aims to identify the criteria to design activities based on problem solving tasks that emerge when future early childhood education teachers jointly plan their activities and reflect on them. The participants were 76 students from the Didactics of mathematics subject that was carried out in the 2nd year of the Early Childhood Education Degree of a Catalan public university. This is qualitative research in which the phases of the thematic analysis have been adapted: familiarizing with the data; systematically applying the categories to identify the student criteria emerged; triangulating the analysis with experts; reviewing and discussing the results. The Didactic Suitability Criteria (DSC), from the Ontosemiotic approach (OSA) framework to design tasks and their indicators, were used to categorise and analyse the tasks performed by future teachers. As a result, it was identified that when the future teachers adopt consensually design their activities, they are implicitly based on the Didactic Suitability Criteria (DSC). Still, not all their indicators emerge since their reflection is spontaneous and is not guided by an explicit guideline that serves them to show their didactic analysis in detail. The study concludes that it would be convenient to offer future teachers a tool, such as DSC, to have explicit criteria to guide the designs of their mathematical tasks. In this sense, a future line of research opens, much needed, to adapt the DSC to the singularities of this educational stage.
Gestural simulation of motion verbs
(University of Illinois Press, 2023) Khatin-Zadeh, Omid; Hu, Jeihui; Eskandari, Zahra; Yanjiao, Zhu; Farsani, Danyal; Banaruee, Hassan
We aimed to investigate how the path of a motion verb is mentally simulated and realized in gestures when it is encoded in path-joined motion verbs (e.g., “enter the house”), pathdisjoined motion verbs (e.g., “go into the house”), and pathless motion verbs (e.g., “walk in the street”). We conducted 2 studies to answer this question. In Study 1, we analyzed gestures produced by presenters in a set of YouTube videos. We used several chi-square tests to find out what type of gesture (path representational, non–path representational, beat, pointing gestures, and no-gesture) co-occurred more frequently with path-joined, path-disjoined, and pathless motion verbs. In Study 2, we analyzed gestures produced by a group of participants in a story-retelling setting. Both studies showed that path representational gestures co-occurred more frequently with path-joined motion verbs than path-disjoined and pathless motion verbs. Furthermore, the probability of using a path representational gesture with a path-joined motion verb having a human subject was higher than that having a nonhuman subject. Although the language difference in Study 1 and Study 2 might be a limitation, the consistency of results of the 2 studies suggests that the findings are generalizable. We suggest that gestural simulation of a motion verb is affected by how the direction or path of motion is encoded in the verb. When the path of motion is encoded in the main part of the verb, the motion and its path or direction are simultaneously simulated. This account implies that the motor system plays an active role in the process of simulating the path.
How are fortuity mathematical movements o mosquitoes represented in children’s drawings?
(City University of New York, 2022) Reyes-Santander, Pamela; Luci, Gina; Farsani, Danyal
This exploratory and experimental research aims to describe randomness expressed in 5 to 6-year-old children’s drawings. This study considers a six-day activity developed in 5 Chilean kindergartens, with a total of 142 participants. The activity on the mosquito’s flight considered the corporal movements to generate the idea of randomness in children. The children drew the mosquito flight and described the flight. We qualitatively analyzed and categorized the children’s drawings and verbal descriptions, dividing them into static or dynamic representations. A second grouping was established in the dynamic drawings: in one direction and random. The third division considers only random drawings: (1) uncertain walk, (2) possible walk, and (3) casual walk. The results show that children in this stage of development can express in their drawings some of the three basic notions of randomness. The children expressed randomness through random stops, circular paths, and arrows to mark positions or make decision possibilities of the mosquito
How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors?
(Taylor and Francis, 2021-04-01) Radmehr, Farzad; Niazi, Najmeh; Rezvanifard, Faezeh; Farsani, Danyal; Laban, Winnie; Overton, John; Bakker, Leon
This study explores university students’ perceptions of factors that hinder student learning with particular attention to students’ discipline (STEM vs non-STEM) and ethnicity. A sample of 1684 university students in New Zealand participated in this study. Students’ responses to an open-ended question were first inductively coded and then quantitatively analyzed using Chi-square independence test and logistic regression. The findings identified several situational, dispositional, and institutional factors that hinder student learning, among them financial difficulties and work commitments, health, and family issues were more dominant. These factors are perceived differently by students of different disciplines and ethnicities. For instance, Asian students were less likely to refer to financial difficulties and work commitments compared to the other ethnicities, whereas Pasifika and then Māori students perceived family issues more than other ethnic groups. STEM major students were more likely to believe the teaching quality restricts their learning than their non-STEM counterparts. The study findings have several educational and well-being implications for diverse bodies of students in tertiary education.
La pareja pedagógica como experiencia práctica para el desarrollo de desempeños colaborativos desde la interdisciplina en el ejercicio de la profesión docente
(Universidad de Magallanes; Facultad de Educación y Ciencias Sociales, 2024-11-17) Pérez Carrillo, David Jacob; Hernández Rojas, Blanca
La co-docencia desde el dispositivo Pareja Pedagógica al interior de la Formación Inicial Docente es un tema escasamente desarrollado en Chile. El artículo comparte hallazgos pesquisados tras la implementación de un proyecto de carácter interdisciplinario en un grupo de estudiantes del Programa de Pedagogía Media UDP, que concentra las carreras de Pedagogía Media en Lengua Castellana y Comunicación e Historia y Ciencias Sociales, cuyo propósito fue estudiar los alcances que asumen los desempeños docentes tras una experiencia colaborativa a partir del análisis de los cuatro niveles básicos de colaboración: facilitador, apoyo, informativo y prescriptivo. Para ello, se siguió un enfoque de investigación de corte cualitativo, expresado en un estudio de casos de naturaleza intrínseca, en el que se analizaron las respuestas a dos instrumentos aplicados al inicio y al final de su práctica.
Making visible “the invisible”: Can mathematics embedded in work practices enable critical questioning?
(Elsevier, 2023-02-09) Bose, Arindam; Farsani, Danyal
This short report explores and unpacks mathematical knowledge embedded in work practices (which often remains invisible or sedimented) and how this ‘invisible’ knowledge-form underpins sociocultural resources and issues. In so doing, this report argues that the middle graders’ awareness of embedded mathematical knowledge in work practices not only creates opportunities and affordances for furthering mathematics learning but in the process, this awareness builds potential for enabling the doers to see the “invisible,” leading to a possibility of questioning the complex societal meaning of justice, fair distribution, welfare and access. This possibility of questioning plays a dual relationship of cause and effect with doers’ (read learners’) foregrounds (see Skovsmose, 2014) and creates a platform which enables and empowers them for critical questioning. This broad platform is referred to as “landscapes of investigation” (Skovsmose, 2001). There is not much research in the literature which uses instances of income-generating work practice as examples of landscapes of investigation for exemplifying out-of-school mathematical knowledge of children immersed in such work-contexts and also as possible tools for manifesting and investigating societal issues. In this report, we use examples of out-of-school work contexts and the community’s rich cultural knowledge resource for responding to this gap in the literature.
Metaphores of time across cultures
(Springer, 2023-05-17) Khatin-Zadeh, Omid; Banaruee, Hassan; Reali, Florencia; Tirado, Carlos; Ruiz-Fernández, Ssusana; Yamada, Yuki; Wang, Ruiming; Nicolas, Robin; Khwaileh, Tariq; Szychowska, Malina; Vestlund, Johanna; Correa, Juan C.; Farsani, Danyal; Butcher, Natalie; Som, Bidisha; Volkonskii, Ivan; Plevoets, Koen; Marmolejo-Ramos, Fernando
TIME is a highly abstract concept and prevalent in languages worldwide. Cross-cultural and cross-linguistic research suggests that TIME is embodied dissimilarly in different languages. Still the literature has not received sufficient attention in examining the differences. This study aimed to identify and compare how TIME is metaphorically represented and embodied worldwide. We investigated 14 languages; Arabic, Assamese, Chinese, English, Finnish, French, German, Japanese, Kikuyu, Persian, Polish, Russian, Spanish, and Swedish, which represent nine language families. The metaphors were categorized conceptually as TIME IS AN ORGANISM, TIME IS MOTION, TIME IS SPACE, and TIME IS A VALUABLE COMMODITY. We employed a two-part paper-based task. The first part consisted of generation of metaphor items and the second part consisted of a valence rating task. The key variables considered were 'metaphor category' and 'language family' while controlling for demographic variables such as gender, age and handedness. Data from 513 participants were collected. Results showed a significant association between language categories and the valences of time metaphors. The data of this study suggest that within the languages of a certain category, there might be some similarity between the valences of words that are used to realize a given conceptual metaphor.
Modelling and applications in Iran school mathematics curriculum: voices of math teachers
(City University of New York, 2021) Rafiepour, Abolfazl; Farsani, Danyal
In this paper, six mathematics curriculum changes in Iran are reviewed, spanning from 1900 to 2021. Change of forces, barriers, and the main features of each reform are represented. Specifically, the first five curriculum changes are described briefly and the sixth and most recent one is elaborated upon, with more detail as contemporary school mathematics curriculum change. This recent curriculum reform will be then analyzed using an application and modeling approach, followed by reflections from five teachers of mathematics’ voices about how they implemented recent curriculum reform after passing modelling course in their master’s program. These teachers shared their professional beliefs about the role of the modelling course in shaping their classroom practices. We believe that the practical aspects of this paper can have enormous implications for other mathematics teachers in developing countries.

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