Un estudio colaborativo sobre el desarrollo de recursos de evaluación con feedback automático para la enseñanza de las Matemáticas
DOI:
https://doi.org/10.31637/epsir-2024-374Palabras clave:
educación matemática, enseñanza, errores, evaluación para el aprendizaje;, feedback automático;, formación de docentes, interacciones entre docentes, tecnologías digitalesResumen
Introducción: Este artículo presenta los resultados de un proyecto desarrollado con profesores de países de habla portuguesa: Brasil, Portugal y Cabo Verde, para la formación en línea, con propuestas de creación de recursos de evaluación con feedback automático, con uso de tecnologías digitales, para el aprendizaje de matemáticas. Se buscó identificar qué estrategias eran necesarias para acompañar esta formación y las interacciones entre docentes para construcción de recursos. Metodología: El estudio, de carácter cualitativo, se desarrolló en una dinámica guiada por una participación activa y colaborativa en actividades prácticas y teóricas, estimulando esta asociación y manipulación y análisis de situaciones problema. Resultados: Se identificaron tres estrategias clave: la planificación conjunta, el uso de herramientas digitales colaborativas, y la feedback constante entre pares. Los docentes reportaron un aumento en la calidad de los recursos creados y una mejora en su propia formación profesional. Se observaron interacciones positivas que promovieron un ambiente de aprendizaje colaborativo. Discusión: Los resultados de esta experiencia coinciden con estudios previos que destacan la importancia de la colaboración docente. La planificación conjunta permitió una mayor coherencia en los recursos educativos al involucrar aspectos de feedback automático, mientras que las herramientas digitales facilitaron la colaboración a distancia.
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Derechos de autor 2024 José Manuel Dos Santos Dos Santos, Celina Aparecida Almeida Pereira Abar, Marcio Vieira de Almeida
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