Formas de representación mental y procedimientos que emplean los estudiantes de segundo grado de primaria, cuando resuelven dos tipos de problemas aditivos simples

Esta investigación tuvo como objetivo, describir las representaciones mentales que hacen los niños de grado segundo de primaria de la IED Antonio José Uribe, cuando resuelven dos tipos de problemas aditivos simples (Complemento a la derecha sin evento –PCD- y recomposición con evento-PR-). Para conseguir este objetivo se aplicó una prueba inicial y partiendo de los resultados arrojados se diseñó y llevó a cabo una secuencia didáctica aplicada en ocho sesiones, posteriormente se aplicaron entrevistas semiestructuradas para explorar en profundidad los procesos que se quieren conocer. Es un proyecto de tipo cualitativo y a la vez descriptivo e interpretativo, dado que su finalidad es proporcionar un análisis de los datos, construyendo las categorías y subcategorías acerca de los procedimientos que llevan a cabo y así, deducir las maneras como representan y comprenden estos problemas, e identificar los aspectos que tienen en común y las diferencias de cada niño. En los resultados se evidencia que los estudiantes después de cada situación significativa logran representarse mentalmente de dos formas diferentes los problemas del tipo PCD (problemas de complemento a la derecha), y de una forma los de tipo PR (problema de recomposición), logrando niveles de organización de su pensamiento aditivo.The objective of this research was to describe the mental representations made by second grade primary school children of the IED Antonio José Uribe, when they solve two types of simple additive problems (Complement to the right without event and recomposition with event). To achieve this goal, an initial test was applied and based on the results obtained, a didactic sequence applied in eight sessions was designed and carried out, intermediate and final tests were applied. It is a project of qualitative type and at the same time descriptive and interpretative, given that its purpose is to provide an analysis of the data, building the categories and subcategories about the procedures they carry out and thus, deduce the ways they represent and understand these problems. , and identify the aspects they have in common and the differences of each child. The results show that students after each significant situation manage to represent themselves mentally in two different ways, the PCD type, and in one ways the PR type, achieving levels of organization of their additive thought.Magíster en EducaciónMaestrí

Teaching experiences in contexts of conflict and cultural diversity during the COVID-19 pandemic: The case of a public school in Bogotá

This paper showcases the experience of teachers in an under-served school in Bogotá, Colombia, amidst the difficulties of delivering meaningful education to a diverse population of students during the COVID-19 pandemic. Some of the students were already affected by precariousness and forced displacement. The paper focuses on teachers’ agency and their motivation to work toward social and educational change, while also attending to the educational needs of immigrant and indigenous students using a critical inclusive and inter-cultural education approach. The teachers’ researchaction- reflection process enabled them to examine educational practices through a de-colonial and inter-cultural lens and to implement an innovative pedagogical strategy to address educational inequalities