An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers
A system for the continuous training of teachers in natural environments that integrates reflective processes on teaching practices, particularly in the field of school mathematics, as a means to foster discussion, debate, and the exploration of potential solutions to the challenges posed by inclusi...
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| מחבר ראשי: | |
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| פורמט: | Online |
| שפה: | ספרדית |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
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| נושאים: | |
| גישה מקוונת: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3053 |
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| _version_ | 1858041898836426752 |
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| author | Castro-Miguez, Luis Alexander |
| author_browse | Castro-Miguez, Luis Alexander |
| author_facet | Castro-Miguez, Luis Alexander |
| author_sort | Castro-Miguez, Luis Alexander |
| collection | OJS- Educación y Ciudad |
| description | A system for the continuous training of teachers in natural environments that integrates reflective processes on teaching practices, particularly in the field of school mathematics, as a means to foster discussion, debate, and the exploration of potential solutions to the challenges posed by inclusive mathematical education, involves recognizing key elements and processes within the system, such as substrate, dynamics, and the structure of interaction and reflection. This article presents a system of reflective interaction from the perspective of teachers' professional development, where individuals are valued as beings in constant evolution and transformation; a characteristic that aligns with the dynamic nature of the system. Reflective processes are characterized by their dynamism, complexity, and their presence in the day-to-day of educational practice, allowing for the identification, reassessment, and reconstruction of various strategies for teaching mathematics. The methodological design, exploratory in nature, with a mixed and multimethodical approach, acknowledges two components: a construction structure informed by design science, and a validation structure informed by techniques and elements of both qualitative and quantitative research. Through the reflective interaction system, populations in situations of educational vulnerability were identified due to socio-economic, sociocultural, socio-environmental, and sociobiological factors, and a system of micro-problems inherent in the professional practice of mathematics teachers associated with communication channels, family and school environments, as well as the processes of learning, and teaching mathematics, was developed. |
| first_indexed | 2026-02-24T16:00:37Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3053 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:37Z |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-30532024-06-28T12:24:26Z An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers Un sistema de interacción para la reflexión, componente necesario en la formación continuada de profesores de matemáticas Castro-Miguez, Luis Alexander Formación continuada profesores procesos reflexivos matemáticas Continuing education teachers reflective processes math A system for the continuous training of teachers in natural environments that integrates reflective processes on teaching practices, particularly in the field of school mathematics, as a means to foster discussion, debate, and the exploration of potential solutions to the challenges posed by inclusive mathematical education, involves recognizing key elements and processes within the system, such as substrate, dynamics, and the structure of interaction and reflection. This article presents a system of reflective interaction from the perspective of teachers' professional development, where individuals are valued as beings in constant evolution and transformation; a characteristic that aligns with the dynamic nature of the system. Reflective processes are characterized by their dynamism, complexity, and their presence in the day-to-day of educational practice, allowing for the identification, reassessment, and reconstruction of various strategies for teaching mathematics. The methodological design, exploratory in nature, with a mixed and multimethodical approach, acknowledges two components: a construction structure informed by design science, and a validation structure informed by techniques and elements of both qualitative and quantitative research. Through the reflective interaction system, populations in situations of educational vulnerability were identified due to socio-economic, sociocultural, socio-environmental, and sociobiological factors, and a system of micro-problems inherent in the professional practice of mathematics teachers associated with communication channels, family and school environments, as well as the processes of learning, and teaching mathematics, was developed. Un sistema de formación continua para profesores en entornos naturales que incorpore procesos reflexivos sobre las prácticas de enseñanza, especialmente en el ámbito de las matemáticas escolares, como herramienta para fomentar la discusión, el debate y la búsqueda de posibles soluciones a los desafíos que plantea la educación matemática inclusiva, implica reconocer elementos y procesos clave del sistema, como sustrato, dinámicas y estructura de interacción y reflexión. En este artículo, se presenta un sistema de interacción reflexiva desde la perspectiva del desarrollo profesional de los profesores, donde se valora al individuo como un ser en constante evolución y transformación, aspecto que se alinea con la naturaleza dinámica del sistema. Los procesos reflexivos se caracterizan por ser dinámicos y complejos, presentes en el día a día de la práctica educativa, permitiendo la identificación, revisión y reconstrucción de diversas estrategias de enseñanza en matemáticas. El diseño metodológico, exploratorio y con un enfoque mixto y multimetódico, reconoce dos componentes: una estructura de construcción basada en la ciencia del diseño, y una estructura de validación que se nutre de técnicas y elementos propios de la investigación cualitativa y cuantitativa. A través del sistema de interacción reflexiva, se identificaron grupos en situación de vulnerabilidad educativa debido a factores socioeconómicos, socioculturales, socioambientales y sociobiológicos, y se desarrolló un sistema de micro-problemas asociados con la práctica docente en matemáticas, incluyendo canales de comunicación, entorno familiar y escolar, así como los procesos de aprendizaje y enseñanza de las matemáticas. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2024-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3053 10.36737/01230425.n46.2024.3053 Educación y Ciudad; No. 46 (2024): Educational Policies and New Perspectives in Teacher Training (January-June); e3053 Educación y Ciudad; No. 46 (2024): Políticas educativas y nuevas perspectivas en la formación docente (enero-junio); e3053 Educación y Ciudad; Núm. 46 (2024): Políticas educativas y nuevas perspectivas en la formación docente (enero-junio); e3053 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3053/2419 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3053/2432 Derechos de autor 2024 Luis Alexander Castro-Miguez https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Formación continuada profesores procesos reflexivos matemáticas Continuing education teachers reflective processes math Castro-Miguez, Luis Alexander An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers |
| title | An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers |
| title_alt | Un sistema de interacción para la reflexión, componente necesario en la formación continuada de profesores de matemáticas |
| title_full | An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers |
| title_fullStr | An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers |
| title_full_unstemmed | An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers |
| title_short | An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers |
| title_sort | interaction system for reflection a necessary component in the continuous professional development of mathematics teachers |
| topic | Formación continuada profesores procesos reflexivos matemáticas Continuing education teachers reflective processes math |
| topic_facet | Formación continuada profesores procesos reflexivos matemáticas Continuing education teachers reflective processes math |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3053 |
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