Ciencias Sociales

The ABN method as an effective articulator of mathematical learning in childhood: experiences in professors of initial cycle in Chile

2024-04-25T12:22:43Z

The ABN method as an effective articulator of mathematical learning in childhood: experiences in professors of initial cycle in Chile Pérez, C; González, I; Cerda, G; Benvenuto, G Results are presented abut a professional development workshop based on the ABN Method for learning mathematics (N - 27), conducted in Talca, Chile, for Pre-K and Primary in-service teachers (children from 4 to 7 years of age in charge). The workshop is aimed at nursery school teachers and first grade teachers. The ABN Method is based on the significant learning of the decimal number system and on the complete domain of operations and their properties, which are learned and assimilated at the same time by children from the early stages of teaching. The results of the study show that the participation of teachers in the workshop generated significant changes in a set of teachers' beliefs, as well as a favorable change in the perception regarding the mathematical ability of their students. Finally, teachers report a greater conceptual clarity regarding the sequencing of contents and the purpose of the mathematical activities they perform in the classroom. The results and implications of this workshop are discussed.

Symbolic Exclusion and Historical Negation Regarding the Indigenous Mapuche People: A Study of Their Moral and Ideological Causes in Chile

2024-04-24T19:37:25Z

Symbolic Exclusion and Historical Negation Regarding the Indigenous Mapuche People: A Study of Their Moral and Ideological Causes in Chile Castro, MC; Arancibia, H; Bahamondes, J; Figueiredo, A In this study we analyze distinct socio-political predictors, namely, system justification, moral foundations, political ideology, social dominance orientation and authoritarianism, of two distinct but interrelated postcolonial ideologies, namely symbolic exclusion and historical negation in regards to the Mapuche people, in a sample of the general Chilean population (n = 1.242). According to the results, symbolic exclusion is explained by the political ideology of the participants, their social dominance orientation, right-wing authoritarianism, system justification and one specific moral foundations' dimension: harm/care. On the other hand, right-wing authoritarianism, system justification, political ideology, and two specific moral foundations (loyalty/betrayal and authority/subversion) play an important role in predicting the historical negation of negative events affecting the Mapuche Indigenous people in Chile. Our results are discussed in terms of their implications for present-day intergroup relations between the Mapuche and non-Indigenous Chileans.

Socio-Economic and Cultural Context in the Development of Early Mathematical Competencies: A Comparative Study of Specific Educational Contexts in Chile and Spain

2024-04-25T12:26:12Z

Socio-Economic and Cultural Context in the Development of Early Mathematical Competencies: A Comparative Study of Specific Educational Contexts in Chile and Spain Aragón, E; Cerda, G; Pérez, C; Aguilar, M; Navarro, J This research presents the findings of a comparative study of mathematical competence among 130 students (M = 54.08 months; SD = 2.57) from vulnerable school contexts in Chile and the Spanish public school system. The study analyses a set of general and specific domain precursors for which evidence of socioeconomic background exists. Using multivariate regression and discriminant analysis techniques, we calculated similarities and differences between groups by comparing these precursors. Significant differences were found between the Spanish and Chilean groups (p < .05); however, no differences were observed in non-symbolic comparison and receptive vocabulary. Possible reasons for the existence and extent of these differences are discussed in terms of socio-cultural and educational contexts.

School Coexistence and Its Relationship With Academic Performance Among Primary Education Students

2024-04-25T12:21:00Z

School Coexistence and Its Relationship With Academic Performance Among Primary Education Students Cerda, G; Pérez, C; Elipe, P; Casas, JA; Del Rey, R Past research has shown the influence of various factors, both personal and contextual, on school performance. This study explores the association between academic performance and students' perceptions of school coexistence from a multidimensional approach. The participants were 1016 Chilean students (49.9% girls, 50.1% boys; M=9.72, SD= .97 years). A structural equation model relating academic performance with the eight dimensions of coexistence considered in this study was performed. The model explains a 39.6% of the variability in school performance. We highlight the negative impact of levels of indiscipline, aggression, victimization, and teacher apathy on academic performance; and conversely, the positive and protective role of positive interpersonal management, normative adjustment, and peer social networks. The implications of these results for intervention in the school system are discussed from an individual and contextual perspective. (C) 2018 Published by Elsevier Espana, S.L.U. on behalf of Universidad de Pais Vasco.