¿Qué nos revelan los instrumentos de observación de aula sobre clases de matemática en escuelas con trayectoria de mejoramiento?

  • Ma. Victoria Martínez Universidad de Chile
  • Felipe Godoy Ministerio de Educación de Chile
  • Ernesto Treviño Pontificia Universidad Católica de Chile
  • Leonor Varas Universidad de Chile
  • Gabriela Fajardo Universidad Diego Portales

Resumo

This study analyzes the capacity of two classroom observation instruments, Classroom Assessment Scoring System (CLASS) and Mathematical Quality of Instruction (MQI), to describe the functioning of mathematical classrooms in Chilean public schools with improved trajectories. In fact, it seeks to investigate how the two instruments correlate and agree on finding certain traits of teaching, and the qualitative descriptions that hide the scores assigned to each room. Results indicate that just the Instructional Dialogue dimension of CLASS correlates significantly with some of the dimensions of MQI, and that the scores assigned to the classrooms effectively discriminate the quality or frequency with which each trait of teaching appears in every class. However, qualitative descriptions showed that in each classroom it is possible to find multiple positive traits of teaching that allowed teachers to lead a good mathematics class, with errors and absent elements, but which were successfully replaced by other elements of effective teaching.

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Publicado
2018-01-01
Como Citar
Martínez, M., Godoy, F., Treviño, E., Varas, L., & Fajardo, G. (2018). ¿Qué nos revelan los instrumentos de observación de aula sobre clases de matemática en escuelas con trayectoria de mejoramiento?. Educação E Pesquisa, 44, e165144. https://doi.org/10.1590/s1678-4634201702165144
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Artigos