Cambio de concepciones de profesores en ejercicio sobre la enseñanza inclusiva de las matemáticas. Una apuesta por la articulación entre la ideología, la práctica y la posibilidad de desarrollo

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dc.contributor.advisorBohórquez Arenas, Luis Ángel
dc.contributor.authorGarzón Muñoz, Angélica Lorena
dc.contributor.orcidBohórquez Arenas Luis Ángel [0000-0002-1340-9214]
dc.date.accessioned2025-10-01T17:40:21Z
dc.date.available2025-10-01T17:40:21Z
dc.date.created2025-06-03
dc.descriptionEsta tesis tuvo como objetivos determinar las características de los cambios de concepciones de profesores en ejercicio entorno a la enseñanza inclusiva de las matemáticas al participar de un espacio de formación continuada e identificar los aspectos asociados al curso de formación que permitieron generar cambios de concepciones. Se logra identificar cinco concepciones de los docentes sobre la enseñanza inclusiva de las matemáticas, se describen tres tipos de cambios caracterizados por la articulación entre la ideología, la práctica y la posibilidad de desarrollo y se reconocen los aspectos del curso que incidieron en el cambio de concepciones de los docentes como el tipo de actividades, los textos diseñados e interacciones.
dc.description.abstractThis thesis aimed to determine the characteristics of the changes in practicing teachers' conceptions about inclusive teaching in mathematics when participating in a continuing education program and to identify the aspects associated with the training course that led to changes. Five teacher conceptions about inclusive mathematics teaching were identified, three types of changes characterized by the articulation between ideology, practice, and the possibility of development were described, and the aspects of the course that influenced the changes in teachers' concepts were identified, such as the types of activities implemented, the texts designed, and interactions between colleges.
dc.identifier.urihttp://hdl.handle.net/11349/99378
dc.language.isospa
dc.publisherUniversidad Distrital Francisco José de Caldas
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dc.rights.accesoAbierto (Texto Completo)
dc.rights.accessrightsOpenAccess
dc.subjectEnseñanza Inclusiva de las matemáticas
dc.subjectFormación de profesores
dc.subjectConcepciones
dc.subjectCambio de concepciones en profesores de matemáticas
dc.subject.keywordInclusive teaching in mathematics
dc.subject.keywordMathematics teacher education
dc.subject.keywordConceptions
dc.subject.keywordChanging mathematics teachers´ conceptions
dc.subject.lembDoctorado Interinstitucional en Educación con Énfasis en Educación Matemática -- Tesis y disertaciones académicas
dc.titleCambio de concepciones de profesores en ejercicio sobre la enseñanza inclusiva de las matemáticas. Una apuesta por la articulación entre la ideología, la práctica y la posibilidad de desarrollo
dc.title.titleenglishChange of practicing teachers' conceptions about inclusive teaching in mathematics. A tendency for the articulation between the ideology, the practice and possibility of development
dc.typedoctoralThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_db06
dc.type.degreeInvestigación-Innovación
dc.type.driverinfo:eu-repo/semantics/bachelorThesis

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