Aprendizaje diferenciado de matemáticas: percepciones, preparación y prácticas de los docentes en Indonesia
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https://doi.org/10.17561/ae.v26n1.8790Palabras clave:
aprendizaje diferenciado de matemáticas, docentes, percepción, preparación, prácticaResumen
La instrucción diferenciada de matemáticas (DMI) puede facilitar la diversidad de los estudiantes. Esta investigación explora las percepciones, la preparación y las prácticas de los docentes para implementar DMI en Indonesia. Se trata de una investigación cualitativa con enfoque fenomenológico. Participaron un total de veinte profesores de matemáticas mediante muestreo intencional. Para la recolección de datos se realizaron entrevistas semiestructuradas. El análisis de los datos se realizó mediante las técnicas de Bogdan y Biklen, incluida la reducción de datos, la búsqueda de temas e intertemas y la conclusión. Los resultados muestran que los docentes comprenden el concepto, los beneficios y las funciones del DMI. Sin embargo, todavía hay muchos docentes no preparados y existen muchas barreras para implementar DMI. Algunas de las barreras incluyen dificultad en la gestión del tiempo, dificultad para elaborar un plan de aprendizaje y ejemplos limitados de DMI que pueden adaptarse. Otra barrera es que los profesores se sienten estresados al utilizar diferentes métodos y medios, y tienen que realizar diferentes evaluaciones. Se espera que la formación profesional de los docentes relacionada con DMI y la colaboración docente se lleve a cabo como una solución a diversas barreras.
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Derechos de autor 2024 Sumbaji Putranto, Marsigit, Elly Arliani, Gamarina Isti Ratnasari
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