El proceso de modelación matemática en las aulas escolares. A propósito de los 10 años de su inclusión en los lineamientos curriculares colombianos

En este documento se presentan algunos elementos que permiten reflexionar sobre el proceso de modelación como estrategia didáctica para abordar la construcción de conceptos matemáticos en el aula de clase. Estos elementos se convierten en un avance de la investigación en curso “El proceso de modelación en las aulas escolares del suroeste antioqueño” financiado por el Comité para el desarrollo de la investigación (CODI) y la Dirección de Regionalización de la Universidad de Antioquia.

imátgenes 10, 11 y 12

Fue el último en poseerla quien, instantes antes de perderla para siempre y movido por una presunción ya del todo instintiva, bautizó la ciudad con el nombre de Memoria grafiando esa palabra en las fachadas de las avenidas. Presumió que en un futuro, muy lejano quizá pero alcanzable, y a pesar de los trazos ya inseguros de su escritura afectada, alguien podría leerla y recobrar la lucidez.

Psychology and interventions for pupils at risk of underachievement and school exclusion: the year 10 effect

Findings are presented from a longitudinal study of over 1,500 adolescents. Some were engaged in interventions aimed at reducing social disaffection. Participants completed measures of social-identification, academic self-concept and motivation, and social, emotional and behavioural difficulties. Consistent with our previous research, developmental trends in identity and self-concept were found - adolescents became more negative about some school-based factors and more positive about aspects of identity. Trends were less clear in the 120 adolescents receiving interventions. Findings demonstrate the importance of psychology in work with young people. [Source: (2008) 'Invited Address, IUPsyS Invited Symposium, Invited Symposium, Symposium, Paper Session, Poster Session', International Journal of Psychology, 43:3, 348 - 527]

‘The trouble with Year 10’: 13 – 16 year old school students’ attitudes to higher education

This study looked at the impact of Widening Participation interventions on the attitudes of young people towards higher education. A total of 2731 adolescents aged 13–16 years completed a self-report measure of their attitudes to higher education, general and academic self concept and identification with school, family and peers. This was matched with data on the students’ academic attainment and social backgrounds. As expected, attainment scores were significantly positively correlated with take up of Widening Participation activities aimed at increasing participation in higher education, attitudes towards going to university and academic motivation. However, attainment was negatively correlated with perceptions of family attending university and identification with family. Regression analyses found that perceptions of family views about attending university were not a predictor of taking part in Widening Participation activities but were a predictor of attitudes towards higher education. Students in Year 10 aged 14–15 were significantly more negative on most factors than either older or younger students.