Revista de Educación de la Universidad de Granada

Mathematical model in educational research. Definition and implications for the analysis of school models

2024-04-26T17:26:48+00:00

Introduction: this paper discusses different conceptualisations of mathematical model in educational research, with the aim of providing a definition which applies to empirical studies.

Method: it was a review of different theoretical approaches to the notion of model in the literature, as well as of various tools for the characterisation of school models. The most relevant shared elements were compiled and synthesised to provide a definition of a model and an analysis strategy consistent with it.

Results: the concept provided for a mathematical model is organised by means of three separate domains that must be interpreted together: the system that is modelled, the mathematisation proposed by the model and the representations that are used to express them. The associated analysis strategy is based on the identification of different elements in the system and in the mathematisation from the statements expressed in the representations within a written production.

Conclusions: the provided definition and analysis tool ensure coherence between theory and practice in educational research, as well as synthesising and simplifying elements from other approaches.

Number sense: relation of its components from the meaning of the natural number

2024-05-03T10:20:05+00:00

Introduction: The notion of number sense has been consolidated in the research literature on mathematics education and, since the publication of the LOMLOE, it is also a term of daily use among teachers.

Number sence is described in various ways, but it is always expressed in terms of capabilities that people manifest when they have developed it.

Method: In this paper, through the reading and analysis of the content of reference research on number sense, we establish a list of components of number sense.

Results: Moreover, we complement the list with the description of the relationships that can be established between these components

Conclusions: and with a possible hierarchical structure of development of capabilities specific to each component. This is an initial study, which will allow us to analyze how the relationships between the components of number sense change when we work with different number systems.

Initial training in Didactics of language and literature: a study in Chilean universities

2024-10-15T09:15:26+00:00

Introduction: Chilean initial teacher training is guided by a set of standards that compromise the pedagogical and disciplinary performances of the future teacher. This study investigates the link that exists between the didactic training processes of these future teachers and the professional competencies materialized in the graduation profiles of all the universities that offer the Language Pedagogy degree. Based on this purpose, we seek to identify the training approaches and models established as goals in training and analyze the coherence of the graduation profiles with the Disciplinary Standards of Language and Communication (2012) and the Curricular Bases (2015; 2019). for said subject.

Method: The research is approached from a mixed methodological strategy, combining content analysis and descriptive statistics. It corresponds to a non-experimental design and a multiple case study consisting of 23 graduation profiles, obtained from the official websites.

Results: The results indicate that in the different careers the preparation of language and literature teachers is sought from a communicative and, secondarily, cultural approach, and the teaching of reading is prioritized over the teaching of orality and writing.

Conclusions: The study reveals that an effort to prepare teachers capable of improving the teaching and learning processes is evident in the analyzed profiles, demonstrating that there is coherence between ministerial demands and demands and the goals in the training of Language and Literature teachers.