| Tesis Doctorales de la Universidad de Alcalá |
| ADQUISICIÓN INTEGRAL DE LA COMPETENCIA MATEMÁTICA: UNA PROPUESTA DIDÁCTICA INTERDISCIPLINAR | | Autor/a | Zapatero Cabañas, Elena Concepcion | | Departamento | Ciencias de la Educación | | Director/a | Canabal García, Cristina | | Codirector/a | Ros Magán, Germán | | Fecha de defensa | 02/12/2019 | | Calificación | Sobresaliente | | Programa | Educación (RD 99/2011) | | Mención internacional | Si | | Resumen | With this research, I try to contribute to implement a teaching innovation methodology supported by useful strategies to promote motivation among students of diverse profiles, resulting in the acquisition of the Mathematics Competence, through an interdisciplinary and inter-level methodological approach. From my teaching experience working in different fields during the last fifteen years, I have realized the great difficulty of acquiring the mathematical competence needed by students from secondary and university levels. I am referring to significant learnings that connect with the reality of the student¿s life, in a more holistic, and practical context, to be able to last and be useful throughout adulthood. In this research, the methodological paradigm followed is the interpretative qualitative of flexible design, emerging and inductive. The modality of the case study of ethnographic tradition is chosen. However, the extensive qualitative analysis of the data is complemented with brief statistical analyzes (quantitative analysis) of the surveys¿ results conducted on teachers, current and future, and students. The researcher develops three / four roles simultaneously during the data collection phase: researcher / innovator, trainer and teacher. The context chosen focuses on an teachers¿ Innovation Seminary (trainer¿s role), supported by an Innovation Project of the University of Alcalá (innovator role) and developed in the teachers¿ classrooms of the Seminary (teacher¿s role). Teaching and research, research and teaching merge to improve the quality of the teaching and learning process of Mathematics. The protagonists are primary and secondary teachers, future teachers (students of the teacher's master training), the center's management team and, of course, the participating students in innovation. As conclusions, an interdisciplinary design strategy for innovation leads to meaningful learning and productive results in the art of learning Mathematics, as well as the collaborative work of teachers from different disciplines with an emphasis on this discipline. Other main factors are: a good climate in which trust, that favors the participation of students and collaborative work, is key to the acquisition of this competence (both in the student-teacher relationship and among the class peer group); pro-innovation beliefs and the teachers¿ positive attitude as well as that of the parents and the center management team. This research reveals the following difficulties to reach the objective: the traditional evaluation does not allow to assess the acquisition of mathematical competence and the Spanish bilingual model hinders the implementation of interdisciplinary innovation. The differences between the training of Primary and Secondary teachers is an obstacle for them to work collaboratively. In the training of teachers is the key to carry out interdisciplinary innovation to achieve the acquisition of Mathematical Competence. |
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