Maestría en Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11349/11
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Ítem Caracterización de habilidades asociadas al noticing en la enseñanza de la proporcionalidad en grado cuarto: un estudio de caso sobre la mirada profesional docente(Universidad Distrital Francisco José de Caldas) Romero Galindo, Yolima Paola; Bohórquez Arenas, Luis Ángel; Bohórquez Arenas, Luis Ángel [0000-0002-1340-9214]The research aimed to identify and characterize the skills associated with the competence of professional noticing in an in-service mathematics teacher. Using a qualitative case study approach, three key moments were analyzed—planning, implementation, and reflection—revealing that noticing skills do not emerge simultaneously and that in-situ practices create real scenarios where context influences the construction of mathematical knowledge. The classroom recordings focused on the mathematical object of ratio and proportion, a content area that has historically presented challenges in the teaching and learning of mathematics. The findings show differentiated manifestations of the abilities to identify, interpret, and decide, with progress observed in identifying students’ strategies and limitations in making informed decisions due to institutional factors. The teaching competence of professional noticing is conceived as a situated process that integrates mathematical and didactic knowledge and requires specific spaces to promote reflection by both the classroom teacher and the researcher on teaching practice.Ítem Secuencia didáctica basada en la resolución de problemas para el desarrollo de la estructura multiplicativa(Universidad Distrital Francisco José de Caldas) Rubiano Parra , Laura Camila; Bohórquez Arenas , Luis Ángel; Bohórquez Arenas, Luis Ángel [0000-0002-1340-9214]This study replicates the teaching sequence on multiplicative structure designed by Parra Barajas (2017) to verify its reproducibility and scope in a different context. Twenty-eight fourth-grade students from an urban public school participated in the study, which employed a quasi-experimental design with pre- and post-tests and qualitative data collection of interactions. The intervention maintained the three original phases—awareness-raising, use of concrete materials, and symbolic formalization—and retained the same assessment instruments (performance rubrics and a multiplicative problem-solving test). The results confirm the trend reported by the primary study: correct answers on problems involving isomorphism of measures and Cartesian product increased from 36% to 71%, and the number of students demonstrating flexible reasoning improved from 4 to 17. The qualitative analysis reveals progress in self-regulation and mathematical justification, supporting the robustness of the proposed approach and its potential for transfer to schools with different sociodemographic characteristics.Ítem Prácticas de modelación matemática: un estudio de la actividad neuronal usando instrumentos de electroencefalograma – EEG.(Universidad Distrital Francisco José de Caldas) Sánchez Trujillo, Jesús Alejandro; Gualteros Solorza, Iván Camilo; Camelo Bustos , Francisco Javier; Camelo Bustos, Francisco Javier [0000-0002-8627-4816]This research report, developed within the framework of postgraduate training in mathematics education under the Master’s in Education program at Universidad Distrital, is situated at the intersection of neuroscience and didactics—an approach that proposes an unprecedented perspective for analyzing mathematical learning and conducting research in mathematics education. Drawing on advances in the understanding of neural networks and their implications for cognitive processes (Gardner, 1993), a study was designed to explore the brain activity of prospective mathematics teachers while engaging in mathematical modeling tasks. To this end, electroencephalography (EEG) devices were used to record real-time neural activation patterns associated with different stages of a math modelling environment. The study was carried out in learning environments focused on the resolution of contextualized problems within a seminar of the Mathematics Teacher Education Program at Universidad Distrital. The results made it possible to identify variables and conditions that influence fluctuations in neural activity levels, particularly those related to short- and long-term memory processes. This research provides recent, rigorous empirical evidence on the relationship between mathematical modeling and brain activation, while also offering new perspectives for pedagogical design based on a neuroeducational understanding of learning. Consequently, it proposes a contemporary and thoughtful conceptual framework that invites the mathematics education community to engage with our approach and to reconsider the teaching of mathematics through a dialogue between emerging neuroscience and mathematics didactics.Ítem Análisis arqueológico y genealógico a discursos macrocurriculares para las matemáticas escolares: la búsqueda de resistencias al modelo basado en estándares y competencias(Universidad Distrital Francisco José de Caldas) Godoy Rocha, Harold Leonardo; Torres Duarte, José; Torres Duarte, José [0000-0001-9208-4843]This research project, framed within the Master's degree in Education with an emphasis in Mathematics Education, conducts an archaeological and genealogical analysis of macrocurricular discourses for school mathematics in Colombia, using a Foucauldian theoretical and methodological framework. Its objective is to identify ethical and political elements that can resist the impositions of market policies promoted by supranational organizations. To this end, it compares the Colombian curriculum, based on standards and competencies, with the Bolivian Sociocommunitarian Productive Educational model, which is considered a resistant alternative. The analysis seeks to denaturalize the intrinsic purposes of the curricular documents, revealing the subjectivities that enable certain ethical and political issues. It argues that the Colombian macrocurriculum has created ambiguities and inconsistencies in the micro and mesocurricular development of educational institutions to produce certain subjectivities, whereas the Bolivian model, by focusing on the objects of life, community, production, and knowledge, presents a perspective that opposes the formation of individuals oriented solely toward productivity.Ítem Características de la actividad matemática en torno a la enseñanza del análisis de los patrones numéricos haciendo uso de la conjetura de Collatz: Una mirada desde la teoría de la objetivación(Universidad Distrital Francisco José de Caldas) Rondón Ramírez, Fidel Leonardo; Vergel Causado, Rodolfo; Vergel Causado, Rodolfo [0000-0002-0925-3982]This thesis investigates the characteristics of mathematical activity that emerge when teaching numerical pattern analysis using the Collatz Conjecture. The research approaches this from the perspective of Objectivation Theory. The study aims to understand how, through exploring the Collatz Conjecture (a seemingly simple but complex problem involving numerical sequences), students develop and deploy diverse forms of mathematical thinking and action. Objectivation Theory, which focuses on how individuals make sense of mathematical objects and integrate them into their knowledge, provides the theoretical framework for analyzing this process. In essence, the work examines the types of interactions, reasoning, representations, and discussions generated when students attempt to understand and predict the behavior of Collatz sequences. By doing so, the goal is to identify the key elements that define mathematical activity in this context, which could offer valuable insights for designing more effective pedagogical strategies in the teaching of numerical patterns.Ítem Ciclo de modelización para la enseñanza de la adaptación biológica apoyado en información geográfica(Universidad Distrital Francisco José de Caldas) Melo Velásquez, Diana Paola; García Martínez, Álvaro; García Martínez, Álvaro [0000-0002-3597-6252]This study designed and implemented a modeling cycle supported by geographic information for teaching biological adaptation, aiming to overcome the difficulties students face in understanding biological adaptation as a result of natural selection. The proposal, comprised of three activities, promoted the construction, revision, and complexity of explanatory models using graphic resources, geographic tools, and the analysis of key concepts of evolutionary thought (change, biodiversity, inheritance, adaptation, natural selection, common ancestors, and variability), evaluated through content analysis, conceptual maps, and a Likert-type questionnaire administered three times. The results showed a transition from intuitive, finalistic explanations focused on individual changes to more abstract and mechanistic models, incorporating notions such as genetic variability, inheritance, and environmental pressure, although hybrid conceptions persisted. This approach favored the development of reasoning closer to scientific thought and articulated student knowledge about biological adaptation with local contexts.Ítem Enseñanza del sistema de representación de puntos en el plano cartesiano a partir del estudio de los desplazamientos en el espacio(Universidad Distrital Francisco José de Caldas) Galindo Pinzón, Leidy Nataly; Acosta Gempeler, Martin Eduardo; Acosta Gempeler, Martín Eduardo [0000-0003-1002-069X]This document presents the design, experimentation, and analysis of a teaching proposal for the representation system of points on the Cartesian plane. The proposal is based on the planning of activities according to Brousseau's Theory of Didactic Situations (1986), and aims to develop students' spatial knowledge until they understand the Cartesian coordinates of a point as displacements on the plane from the origin of the system. This proposal is based on the document "Spatial Orientation: A Teaching and Learning Path Centered on Locations and Trajectories" by Zapateiro, Poloche, and Camargo (2018). It includes some of the ideas proposed there and makes important modifications, particularly with regard to the potential of technology to promote adaptive learning. A sequence of nine situations was designed involving the planning and execution of robot movements (initially within a maze, then within a coordinate system), using the tools offered by three.js and DGPad-Colombia. The goal is for students to leverage their spatial knowledge and develop it to take into account references to their own body, the bodies of others, and the cardinal points, and then assimilate them to the coordinate axes and the ordered pairs that represent points on the Cartesian plane. For the implementation and analysis of this proposal, the research methodology of educational engineering was adopted, including experimentation with activities with two pairs of fourth- and sixth-grade students. In conclusion, this work seeks to contribute to the development of spatial thinking and an understanding of the Cartesian coordinate system through a teaching approach based on the potential of information technology to promote adaptive learning.Ítem Las formas de interacción social en un grupo de estudiantes de grado noveno durante la actividad de resolución de ecuaciones de primer gradoTello Hurtado, Edwar Camilo; Vergel Causado, Rodolfo; Vergel Causado Rodolfo [0000-0002-0925-3982]This study analyzes the forms of social interaction that emerge in an inclusive mathematical activity designed based on the principles of Objectification Theory. The proposal was implemented with a group of six elementary school students, including one student with low vision, which allowed for the exploration of how inclusive practices are configured in real-life classroom settings. The teaching sequence consisted of five sessions and was based on the use of tactile relief materials and contextualized situations related to a fruit store, through which students explored numerical equivalences and constructed first-degree equations. Using a qualitative and interpretive approach, the processes of objectification of mathematical knowledge were analyzed in their collective and semiotically mediated dimensions, as well as the ethical conditions that enable or restrict the meaningful participation of all students. This approach involved the analysis of audiovisual recordings, field notes, and a grid constructed from the vectors of community ethics. The results show that knowledge is not constructed individually or neutrally, but rather is objectified within the framework of social relationships, gestures, signs, and intersubjective connections. In this sense, inclusion is not limited to a series of technical adaptations, but rather is configured as an ethical practice that transforms the very conditions of access, participation, and knowledge construction in the classroom.Ítem Historieta conceptual contextualizada, un observatorio solar para resignificar el territorio(Universidad Distrital Francisco José de Caldas) Del Rio Florido , Kandy Juanita; Del Rio Florido, Kandy Juanita [0009-0007-7405-3761]This article presents the results of an educational research study that claims the school as a socially constructed territory. The being and doing of the school are connected to the idea of territory, interpreted in relation to the categories: field of legal-political power, environmental field, social construction, and physical space. The research paradigm is qualitative, with reflective and interpretative approaches. The research methodology is the case study, and the research instrument is the Contextualized Conceptual Comic Strip. Implemented at the La Belleza Los Libertadores School in Bogotá, Colombia, the contextualized conceptual comic strip represents a solar observatory in Bacatá. This allowed for the symbolic re-signification of Bolívar Square, understanding it beyond a space of political power, recognizing it as the Muisca Solar Observatory. The research prompted questions in vocational high school students (n = 30) about our ancestral communities and their worldview, their ways of thinking, and the consequences of the arrival of the Spanish in our territoryÍtem Caracterización del pensamiento crítico utilizando las cuestiones sociocientíficas en el estudio de una problemática ambiental(UNIVERSIDAD DISTRITAL FRANCISCO JOSE DE CALDAS) Avellaneda Aldana, Gerardo; Mosquera , Carlos Javier; Mosquera, Carlos Javier [0000-0001-8640-0803]ABSTRACT This study characterized critical thinking through the development of a didactic unit for eighth-grade students at a private school in the south of Bogotá, with solid waste as the main theme. The unit was implemented in three phases (Introductory, Scientific Exploration, and Awareness Proposals), with a total of five activities across all phases. Critical thinking was established as the main category, and the subcategories were skills that describe a critical-thinking student: to reflect, to lead, to innovate, and to build. The objective of the study was to characterize critical thinking in eighth-grade students through the resolution of activities involving socio-scientific issues relevant to their reality and context. To obtain the results, the didactic unit was applied to 24 students, of whom 4 (E1, E2, E3, E4) were selected based on their academic performance in the natural sciences subject. Using both group and individual data, information was collected for each activity through two Likert scales and two semi-structured interviews with the 4 students under study. The implementation of the didactic unit based on socio-scientific issues proved effective in promoting critical thinking skills in eighth-grade students. A learning environment was achieved in which participants reflected on the issue of solid waste, used audiovisual tools to spark curiosity, and demonstrated leadership skills by sharing their learning with primary-level students.Ítem Emociones y aprendizaje en física: comprendiendo el color desde la experiencia afectiva(Universidad Distrital Fransisco Jose De caldas) Alonso Rigaud, Paula Andrea; Reyes Roncancio, Jaime Duván; Reyes Roncancio,Jaime Duván [0000-0002-9229-1196]This research presents the results and analysis of a rigorous process whose general purpose was to characterize the relationships between the management of emotions and the learning of the color phenomenon in the teaching of physics among tenth-grade students at a school located in the southwestern area of Bogotá. Based on an interpretative and constructivist approach, and methodologically grounded in Action Research —which in turn is framed within Phenomenon-Based Learning (PBL)— four learning activities were implemented. These were designed under the Reflexion-Action Routine model, specifically created for this study, and explored the influence of emotions on the understanding of optical phenomena. Data were collected through field journals, open-ended surveys, and student productions, and subsequently analyzed using MAXQDA® software. The findings showed that positive emotions foster motivation, active participation, and conceptual change in relation to alternative ideas. Likewise, the study revealed that teacher mediation, the use of didactic materials, and a ludic component play a significant role in the construction of more effective learning environments.Ítem Historieta conceptual contextualizada como estrategia didáctica para la enseñanza de la electrización(Universidad Distrital Francisco José de Caldas) Suárez Chaparro, Yeimy Dayanna; Bustos Velasco, Edier Hernán; Bustos Velasco Edier Hernán - [0000-0003-0072-8598]This work shows how, by teaching through Contextualized Conceptual Comics in a classroom setting, young people who do not yet have a deep understanding of physics are able to represent and argue their ideas. This work is done through the implementation of three comics, each illustrating a type of electrification, with ninth-grade secondary school students. A qualitative, interpretive paradigm research study was conducted, with an action-research methodological approach and a phenomenological method. It reveals findings such as the students' pictorial and linguistic representations, as well as a favorable trend toward the implementation of this valuable resource for learning and explaining everyday phenomena from a more student-friendly perspective. This strategy allowed for a greater understanding of the content covered regarding electrification in physics classes.Ítem Alimentación escolar: mediadora de la comprensión crítica y la indagación científica(Universidad Distrital Francisco José de Caldas) Ramos Gómez, Aura Liliana; Reyes Roncancio, Jaime Duván; Reyes Roncancio, Jaime Duván [0000-0002-9229-1196]This qualitative study analyzed how school based scientific competencies influence the dietary decisions of ninth grade students at Colegio Nuestra Señora del Perpetuo Socorro. Using a Likert scale questionnaire and two learning environments focused on scientific inquiry, school based research, and critical understanding of scientific knowledge, researchers found students initially preferred unhealthy foods due to dissatisfaction with the school cafeteria's limited variety, poor quality, and hygiene issues. The intervention enabled students to develop data analysis skills, critically examine eating habits, and propose nutritional alternatives, effectively connecting scientific knowledge to daily life. Results showed increased food awareness, autonomous decision making, and improved competencies in critical analysis and problem solving, demonstrating that integrating science with real world contexts fosters meaningful learning and healthier habits while highlighting the need to redesign school food spaces as educational environments that promote informed choices.Ítem Las infantas, una pedagogía irreverente para el análisis de la construcción de la subjetividad femenina infantojuvenil en Colombia(Universidad Distrital Francisco José de Caldas) Guarín Bohórquez, Angélica Esperanza; Pinzón Ramírez, MaritzaThe research process Las Infantas, una Pedagogía Irreverente para la Construcción de la Subjetividad Femenina Infantojuvenil arises as a proposal of virtual educational intervention in the framework of the COVID-19 pandemic mediated by experiential workshops in the year 2020, where girls from the city of Bogotá weaved a space for learning and intersubjective enrichment, to which later girls and young people from the cities of Medellín, Cali, Bucaramanga and La Guajira joined. This project has several stages and actions that have been maintained over time, where educational proposals designed and led by the participants stand out, this allowed building a bilateral communication that effectively and affectively nurtured the actions designed for the formative spaces. The leadership role of the Infantas made it possible to direct efforts to replicate actions designed to meet their needs and the questions inherent to being a woman in Colombia. Mediated by word circles, experiential workshops, blogs and the intervention of multiple expressive languages, a scenario was configured that allowed participants to share their narratives, voices and experiences about women's experiences from their particularities and contexts. From these spaces emerges the need to investigate how the pedagogical spaces of interlocution between women nurture the construction of female subjectivity and contribute to the construction of the female subject, to the creation of situated knowledge, to the resignification of the relationship with their peers and to the possibilities of agency and participation that they find in nearby scenarios. This analysis is guided by the theoretical body and the critical perspective suggested by the feminist epistemologies of the South, which, from a situated and respectful perspective, intervene in this process to provide a methodological guide. Irreverent Pedagogy for Infantas is the result of a space that invites to think of education as a scenario of possibilities, where the particularities, oppressions, resistances and challenges that women have in their daily lives are valued and the urgency of thinking of transgressive pedagogies with a gender approach, intersectional and with sociocultural relevance can be made evident.Ítem Basil Bernstein y su discusión sobre la pedagogía (1968-2000)Briceño Riascos, Yesid Leonardo; Díaz Soler, Carlos Jilmar; Diaz Soler Carlos Jilmar [0000-0003-0944-3046]The present investigation examines Basil Bernstein’s theorical perspective on pedagogy, focusing on how his ideas explain knowledge and its possible transmission in the school environment. A contrast is made between the positivist conception of science and that proposed by the British sociologist, for whom science is a discourse in which power and control are involved. Moreover, this research shows current discussions on pedagogy seem to leave out what distinguishes us from other living beings: language; an aspect that, analyzed using the concept of code—elaborate and restricted—offers a different point of view of understanding academic failure and what happens in each pedagogical relationship.Ítem Reconocimiento de la memoria colectiva y familiar en la construcción de identidad cultural con los niños del grado tercero del Colegio Tom Adams IED(Universidad Distrital Francisco José De Caldas) Jojoa Gutiérrez, Nancy Janneth; Sierra Valiente, Liliana; Ariza Hernández, Nohora PatriciaThis research focused on studying the memories that third-grade children at Tom Adams School have constructed around the most significant family moments in their lives. These memories are driven by collective memory processes, driven by narratives and the reinterpretation of the past through the use of tangible devices such as works of art, everyday objects, and photographs; and intangible devices such as stories, dance, customs, and traditions that foster and activate the process of remembering. These actions evoked significant individual and collective memories in the students, which made it possible to highlight the role of children as memory builders, as well as the role of intersubjectivity and culture in this process. The cultural approaches implemented during the research with the children and families enabled the discovery of identities through otherness, evoking memories and developing their own identity construction. Likewise, the importance of recognizing emotions as a fundamental part of memory construction is highlighted. Considering that children not only remember facts but also the feelings associated with them, the accumulation of emotions, customs, and beliefs has both a positive and negative impact on them and is decisive in establishing the types of social interactions they build with others. The study was conducted using a qualitative research method with an ethnographic approach. The main focus was fieldwork carried out in 2023 with children attending the Tom Adams IED public school, in the third grade of primary education. This proposal explored family and collective memory for the construction of cultural identity and the different intergenerational social interactions, which were shaped within the classroom, based on artistic languages such as painting, film, and photography, among others, taking into account the importance of recognizing their own history, their family, and their immediate environment, such as the school.Ítem La educación y los derechos humanos: un análisis a tres documentos de la UNESCO (1998 - 2015)(Universidad Distrital Francisco José de Caldas) Llantén Cubillos , Yeny Paola; Díaz Soler , Carlos Jilmar; Diaz Soler, Carlos Jilmar [0000-0003-0944-3046]The discourse on the relationship between education and human rights is analyzed in three documents prepared by UNESCO between 1998 and 2015: Human Rights: Questions and Answers (1998), The Plan of Action for Human Rights Education (2005-2009), and Rethinking Education: Towards a Global Common Good? (2015). Based on documentary and discourse analysis, the conceptual frameworks and argumentative strategies used in these texts are studied. Among the main findings, it is highlighted that the relationship between education and human rights is heterogeneous and complex and therefore cannot be understood in a linear or in a homogeneous way. Education is presented as a fundamental right and a means to guarantee other rights, generating a conceptual tension by not defining its priority. These documents merge education and human rights, generating conceptual ambiguity. The expression "human rights education" reflects this complexity by linking autonomous terms whose interaction is multidimensional and multilateral organizations, especially UNESCO, have been key in providing guidelines on education and human rights, however, they replicate regulations without adapting them to local contexts.Ítem Procesos de razonamiento y argumentación en el aprendizaje de números fraccionarios(Universidad Distrital Francisco José de Caldas) Beltrán Pava, Javier Stiwar; Martín Cárdenas, Cristian Santiago; León Corredor, Olga Lucía; León Corredor, Olga Lucía [0000-0003-4373-8630]; García Barreto, Germán Alberto (Catalogador)The present research project aims to identify factors for incorporating argumentation and mathematical reasoning processes into hypothetical learning trajectories for fractional numbers for learners between the ages of 7 and 12. Fractions have been identified as one of the most complex and difficult concepts to master in mathematics, both for students and teachers (Behr et al., 1992; Bezuk & Cramer, 1989; Moss & Case, 1999). The results of assessments such as NAEP and PISA reveal low performance in fraction management, highlighting the need to address this problem from a more argumentative and conceptual perspective (Mullis et al., 1991; Kloosterman & Lester, 2004). The study uses the design of Hypothetical Learning Paths (HLPs) as a framework for structuring the teaching process, drawing on the approaches of Clements and Samara (2016). These learning trajectories guide the development of students' mathematical reasoning through the formulation and evaluation of conjectures (Perelman & Olbrechts-Tyteca, 1989; León, 2005). Using a qualitative approach and a case study, students at different levels (from third to seventh grade) will be observed in activities involving the use of fractions, in order to compare actual learning trajectories (ARP) with the hypothetical ones designed. The expected results include the identification of skills or processes by students, taking into account learning indicators related to fractions from the part-whole relationship, based on argumentation and reasoning, and the design of a series of activities that promote the levels of understanding of fractional numbers. This project hopes to contribute to the improvement of the argumentative environment in classrooms, as recommended by the Ministry of National Education (MEN, 2006), thus allowing students to develop critical and reflective mathematical skills (Obando, 2003).Ítem Construyendo conocimiento activo: el método cornell en la comprensión del dogma central de la biología molecular(Universidad Distrital Francisco José de Caldas) Galvis Cruz, Reynel; Reyes Roncancio, Jaime Duván; Reyes Roncancio, Jaime Duván [0000-0002-9229-1196]This qualitative study examines the efficacy of the Cornell note-taking method in enhancing ninth-grade biology students' comprehension of DNA and RNA within the framework of the central dogma of molecular biology. Through an analysis of student notes from a high school in Medellín, Colombia, the research identified three levels of understanding: basic structural differentiation, correlation between form and function, and integration of all three components. The Cornell method was determined to be a highly effective strategy for improving students' understanding by promoting active learning, critical thinking, and metacognitive skills. The findings indicate that this method can significantly contribute to biology education, cultivating a more profound understanding of complex biological concepts.Ítem Memorias de juntanzas y cuidados como plataforma de futuro: Un estudio sobre el informe final de la comisión de la verdad(Universidad Distrital Francisco José de Caldas) Vega Rueda, Jeny Angelica; Cristancho Altuzarra, José Gabriel; Cristancho Altuzarra, José Gabriel [0000-0003-4288-4361]This research focuses on answering the question: What implications and effects has the armed conflict had on the configuration of Colombian political culture? Through the analysis of “The book of the Future”, contained in the volume “When the Birds Didn't Sing” of the Final Report of the Truth Commission. Using the socio-critical approach, hermeneutics and content analysis, in order to examine how political subjects are formed in the territories affected by the conflict, as well as the dynamics of participation and struggles for power that arise after facing processes of violence, submission or intimidation. Understanding from the stories of the rapporteurs the way in which the war has culturally, socially, politically and psychologically permeated the territories, as well as the processes of togetherness, association and care of the other that were developed with the aim of remaking the social fabric, facilitating reparation processes and configuring future dynamics that vindicate their customs and traditions.