THE PRACTICES OF TEACHERS DURING THE TEACHING OF MATHEMATICS ARE SUPPORTED BY THE BELIEFS THEY HAVE ABOUT HOW THIS SUBJECT SHOULD BE APPROACHED, AN ASPECT THAT HAS AN IMPACT ON STUDENT LEARNING, WHO GENERALLY PERCEIVE IT AS AN INCOMPREHENSIBLE MECHANICAL ACTIVITY. AND IN WHICH A SERIES OF ALGORITHMS MUST BE FOLLOWED TO REACH A RESULT. FROM THE ABOVE, THE QUESTION ARISES: WHAT ARE THE BELIEFS THAT MATHEMATICS TEACHERS HAVE REGARDING THE TEACHING PROCESS? AND THE SEARCH FOR THE METHODOLOGIES USED IN THE CLASSROOM. OBJECTIVE: TO ANALYSE THE BELIEFS OF BASIC AND SECONDARY GENERAL EDUCATION TEACHERS IN MATHEMATICS DURING THE TEACHING PROCESS. DESIGN: THE RESEARCH WAS DEVELOPED UNDER A QUANTITATIVE APPROACH OF A DESCRIPTIVE NATURE. SETTING AND PARTICIPANTS: THE SAMPLE IS MADE UP OF 100 TEACHERS OF BASIC AND SECONDARY EDUCATION IN MATHEMATICS FROM THREE REGIONS OF CHILE. DATA COLLECTION AND ANALYSIS: DUE TO THE CURRENT HEALTH CRISIS, A LIKERT QUESTIONNAIRE WAS SENT TO EACH OF THE STUDY PARTICIPANTS THROUGH GOOGLE DRIVE. SUBSEQUENTLY, THE INFORMATION WAS PROCESSED AND QUANTITATIVELY ANALYSED WITH THE STATISTICAL SOFTWARE SPPS 25.0. RESULTS: STATISTICALLY SIGNIFICANT DIFFERENCES ARE EVIDENCED ACCORDING TO THE SPECIALTY, PLACE OF WORK, ADMINISTRATION, AND GENDER OF THE PARTICIPANTS. CONCLUSIONS: TEACHERS CONCEIVE THAT KNOWING, LEARNING, AND APPLYING KNOWLEDGE IN MATHEMATICS ARE POSSIBLE THROUGH ROTE AND ROUTINE ACTIVITIES. IN ADDITION, FOR TEACHERS WITH 5 TO 8 YEARS OF PRACTICE, TEACHING ATHEMATICS ALLOWS THE DEVELOPMENT OF PROBLEM-SOLVING SKILLS.

THE AIM OF THIS STUDY WAS TO ANALYZE THE BELIEFS OF SECONDARY STUDENTS FROM DOMINGO ORTIZ DE ROZAS HIGH SCHOOL OF COELEMU, CHILE AND ITS RURAL AREAS REGARDING THE SUBJECT OF MATHEMATICS AND PROBLEM SOLVING DUE TO THE TEACHING AND LEARNING PROCESS. THE RESEARCH WAS DEVELOPED UNDER A QUANTITATIVE APPROACH OF QUASI-EXPERIMENTAL DESCRIPTIVE DESIGN SURVEY TYPE (N=156). AS A BASIS WAS USED THE CLOSED SURVEY OF BARRANTES (2008), ADAPTED BASED ON THE FEEDBACK PROVIDED BY EXPERT JUDGMENT. THE RESULTS SHOW STATISTICALLY SIGNIFICANT DIFFERENCES RELATED TO ORIGIN AND ACADEMIC PERFORMANCE IN THEIR BELIEFS ABOUT MATHEMATICS AND PROBLEM SOLVING WHEN CONSIDERING THE USEFULNESS OF THE CONTENTS IN THE LEARNING PROCESS AND HOW THIS SUBJECT ALLOWS THE DEVELOPMENT OF SKILLS. ACCORDING TO GENDER, IT WAS OBSERVED DIFFERENCES IN THEIR BELIEFS ABOUT MATHEMATICS, HOWEVER RELATED TO PROBLEM SOLVING, NO STATISTICALLY SIGNIFICANT DIFFERENCES WERE FOUND. IT WAS CONCLUDED THAT THE LEARNING EXPERIENCES ABOUT MATHEMATICS AND PROBLEM SOLVING FROM RURAL SECTOR STUDENTS ARE RELATED TO THE DEVELOPMENT OF ADVERSE ATTITUDES TOWARDS THE SUBJECT, SINCE THEY DO NOT FIND USE AND PURPOSE OF ITS APPLICATIONS IN THEIR EVERYDAY LIFE. © 2019 LUTHERAN UNIVERSITY OF BRAZIL. ALL RIGHTS RESERVED.

VARIOUS STUDIES HIGHLIGHT THE ROLE OF NARRATIVES IN THE CON-STRUCTION OF THE PROFESSIONAL TEACHER IDENTITY IN IN-SERVICE FORMATION. FROM THIS PERSPECTIVE, IT WAS ASKED, WHAT PERSONAL AND CONTEXTUAL FACTORS CONTRIBUTE TO THE CONFIGURATION OF PROFESSIONAL IDENTITY COMMITTED TO CULTURAL DIVERSITY. TO ANSWER THIS, A PROPOSAL TO ANALYZE THE IDENTITIES OF STUDENTS AS AN EXPRESSION OR RESULT OF THEIR PREVIOUS EXPERIENCE IN CONTEXTS OF CULTURAL DIVERSITY, USING STRATEGIES, SUCH AS CRITICAL THINKING, COLLABORATIVE WORK AND PROBLEM SOLVING IN DIVERSE EDUCATIONAL CULTURAL CONTEXTS. CASE STUDIES WERE ADOPTED WHERE 27 GENERAL EDUCATION STUDENTS. THE INTERVIEWS SHOWED THE ABSENCE OF THEMES RELATED CULTURAL DIVERSITY IN THEIR FORMATION, THE PRESENCE OF A HIERARCHY OF DIFFERENCES AND THE RECOGNITION OF THEIR OWN CONCEPTUAL AND EMOTIONAL LIMITATIONS. THESE RESULTS LEAD US TO CONFIRM A PERSONAL AND SOCIAL DIMENSION THAT INTERACTS WITH SHAPING THE IDENTITIES IN TRAINING.

IN THIS STUDY, WE DESIGNED AN INSTRUMENT WITH A SERIES OF COMPETENCES THAT HAD TO BE EVALUATED BY STUDENT TEACHERS ENROLLED IN A COURSE IN STATISTICS EDUCATION AT A PUBLIC UNIVERSITY IN CHILE (N=81). THE QUESTIONNAIRE WAS ADMINISTERED AT THE BEGINNING AND END OF THE PROGRAM IN ORDER TO ASSESS AND COMPARE THE STUDENTS' A) REFLECTION ON PRACTICE IN A COLLABORATIVE LEARNING ENVIRONMENT, B) THE COMPETENCIES RELATING TO THE DESIGN OF LEARNING TASKS, AND C) THE USE OF EDUCATIONAL TECHNOLOGY. THE RESULTS SHOW THAT THE ASSESSMENT INITIALLY MADE BY STUDENTS IS DETERMINED BY WHAT THEY ALREADY KNOW ABOUT STATISTICS (INTUITIVE KNOWLEDGE. HOWEVER, THEIR CONCEPTS OF PROFESSIONAL SKILLS RELATED TO THE NATURE OF STATISTICS (MATHEMATICAL COMPETENCY), AND THEIR PEDAGOGICAL KNOWLEDGE NEEDED FOR TEACHING AND LEARNING OF STATISTICS IN SECONDARY EDUCATION (PROFESSIONAL COMPETENCY), UNDERGO POSITIVE MODIFICATION AS THE COURSE GOES ON.

INTERCULTURAL COMMUNICATIVE COMPETENCE IS DEFINED AS SKILLS USED BY CULTURALLY DIFFERENT INDIVIDUALS TO PROMOTE AN EFFICIENT COMMUNICATION LEVEL, BY ESTABLISHING EFFECTIVE AND APPROPRIATE BEHAVIOUR WITHIN A SOCIAL AND CUL TURAL CONTEXT. FROM THIS PERSPECTIVE, THIS PAPER AIMS TO: (A) ANALYSE THE INTERCULTURAL COMMUNICATION CONCEPT BY DESCRIBING ITS DIMENSIONS ? COGNITIVE, BEHAVIOURAL, AND AFFECTIVE; (B) PROVIDE SOME POINTS FOR REFLECTION FOR THE DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EDUCATIONAL PRACTICES. IN THE EDUCATIONAL ENVIRONMENT, IT IS EXPECTED THAT TEACHERS AND STUDENTS DEVELOP THE BEST INTERACTION POSSIBLE, FORESEEING MIS UNDERSTANDINGS CAUSED BY CONTRARY VALUES, MEANINGS AND BELIEFS AMONG INVOLVED PLAYERS; THEREFORE THEY CAN MANAGE BOTH AFFECTIVE AND COGNITIVE DEMANDS.

ESTE ESTUDIO PRESENTA UNA PROPUESTA DE MÉTODO QUE UTILIZA EL PORTAFOLIO DIGITAL PARA DESARROLLAR LA AUTORREGULACIÓN DEL APRENDIZAJE EN ESTUDIANTES DE INGENIERÍA CON DOS OBJETIVOS: 1) DISEÑAR UN MÉTODO PARA EL DESARROLLO AUTORREGULADO DE UN PORTAFOLIO DIGITAL Y 2) PROPONER UN INSTRUMENTO QUE PERMITA MEDIR EL DESARROLLO AUTORREGULADO DE UN PORTAFOLIO DIGITAL. SE UTILIZA EL ENFOQUE DE INVESTIGACIÓN BASADA EN EL DISEÑO CON UN CASO DE ESTUDIO PARA UNA MUESTRA DE 137 ESTUDIANTES. LOS DATOS SE RECOGEN AL INICIO Y FINAL DEL SEMESTRE. COMO RESULTADO SE DESCRIBEN SIETE TALLERES, EL INSTRUMENTO DE MEDICIÓN Y EL CASO DE ESTUDIO. SE OBSERVA UN AUMENTO EN LAS MEDIAS DESDE EL INICIO DE SEMESTRE A FIN DE SEMESTRE, MOSTRANDO LA ENSEÑANZA DE CONCEPTOS Y PROCESOS NECESARIOS PARA LA AUTORREGULACIÓN DEL APRENDIZAJE. EN CONCLUSIÓN, EL MÉTODO PARA EL DESARROLLO AUTORREGULADO DE UN PORTAFOLIO DIGITAL REPRESENTA UNA SOLUCIÓN QUE PERMITE FOMENTAR LA AUTORREGULACIÓN APLICANDO PLANIFICACIÓN, ESTRATEGIAS DE APRENDIZAJE Y REFLEXIÓN POR PARTE DE LOS ESTUDIANTES.

EL ESTUDIO ANALIZA LAS AGENDAS DE INVESTIGACIÓN REFERIDAS A EDUCACIÓN E INMIGRACIÓN EN TÉRMINOS DE LOS FOCOS DE INTERÉS INVESTIGATIVO, LOS MÉTODOS, LOS DISEÑOS DE INVESTIGACIÓN Y LOS PRINCIPALES HALLAZGOS RELACIONADOS CON LA TEMÁTICA. DESDE UN ENFOQUE CUALITATIVO Y A TRAVÉS DE UNA REVISIÓN DOCUMENTAL SE ANALIZA UN CORPUS DE 15 ARTÍCULOS PUBLICADOS ENTRE 2004-2016, QUE FUERON RECUPERADOS DESDE LA BASE DE DATOS WEB OF SCIENCE. LOS RESULTADOS ESTABLECEN CUATRO AGENDAS DE INVESTIGACIÓN: EXPERIENCIA DE LA INMIGRACIÓN, MECANISMOS DE EXCLUSIÓN/INCLUSIÓN, ACTITUDES DOCENTES E INTERCULTURALIDAD Y EDUCACIÓN, Y TAMBIÉN DELINEAN UNA AGENDA INVESTIGATIVA EMERGENTE REFERIDA A EDUCACIÓN E INMIGRACIÓN.

LA MIGRACIÓN IMPLICA UN IMPORTANTE DESAFÍO EN MATERIA DE INTEGRACIÓN EDUCATIVA DE LOS NIÑOS Y JÓVENES EXTRANJEROS EN EL SISTEMA EDUCATIVO. POR ELLO, EL OBJETIVO DE ESTE ARTÍCULO ES ESTUDIAR LOS FACTORES SOCIOECONÓMICOS DEL HOGAR QUE DETERMINAN LA ASISTENCIA ESCOLAR EN CHILE, COMO FACTOR ESENCIAL PARA LA INTEGRACIÓN DE LOS INMIGRANTES. PARA ELLO, SE APLICA EL MÉTODO CUANTITATIVO DE ESTIMACIÓN DE LA PROBABILIDAD DE ASISTENCIA ESCOLAR. LOS RESULTADOS INDICAN QUE LAS VARIABLES QUE DETERMINAN LA ASISTENCIA ESCOLAR SON EDAD, NACIONALIDAD, TIPO DE HOGAR, ZONA, NIVEL EDUCATIVO DEL JEFE DE HOGAR Y SU CONDICIÓN LABORAL, CONDICIÓN DE POBREZA; ENTRE OTRAS. ESTO EVIDENCIA QUE LA PROBABILIDAD DE ASISTENCIA DE UN NIÑO EXTRANJERO DE ASISTIR ES CASI UN 11% MENOS QUE LA DE UN NIÑO NATIVO. DE ESTA MANERA, EL ESTADO DEBERÍA PROMOVER Y GARANTIZAR LA COBERTURA UNIVERSAL DE LA EDUCACIÓN DE LOS NIÑOS Y JÓVENES MIGRANTES COMO PASO FUNDAMENTAL PARA LA INTEGRACIÓN.

EL ARTÍCULO PRESENTA ELEMENTOS CRÍTICOS QUE CARACTERIZAN EL FUNCIONAMIENTO DE LA ESCUELA EN TERRITORIO MAPUCHE A PARTIR DE LO REFLEXIONADO CON MIEMBROS DE COMUNIDADES MAPUCHES QUE CUMPLEN ROLES A NIVEL FAMILIAR, SOCIAL Y POLÍTICO. LA METODOLOGÍA DE LA INVESTIGACIÓN SE SITÚA EN LA ANTROPOLOGÍA DE LA EDUCACIÓN LO QUE HA FAVORECIDO UNA APROXIMACIÓN CUALITATIVA DEL OBJETO DE ESTUDIO. LOS RESULTADOS EVIDENCIAN DIFICULTADES DE ACCESO A LA ESCUELA, CUESTIONAMIENTOS AL PERFIL DE LOS PROYECTOS EDUCATIVOS, EL ESTABLECIMIENTO DE RELACIONES DE PODER ASIMÉTRICAS FAMILIA-ESCUELA Y EL PREDOMINIO DE UNA EDUCACIÓN DESTERRITORIALIZADA. SE CONCLUYE QUE ESTOS ELEMENTOS TENSIONAN LA CONSTRUCCIÓN DE PROCESOS POLÍTICOS DESTINADOS A FAVORECER LA LIBRE DETERMINACIÓN EDUCATIVA DE LA SOCIEDAD MAPUCHE.

THE RESEARCH ASSESSES THE OPINION OF ELEMENTARY AND HIGH SCHOOL STUDENTS (N=339) ON THE INSTRUCTIONAL ATTITUDES AND BEHAVIORS OF TEACHERS AT SCHOOLS IN CHILE THAT ENROLL CHILDREN AND YOUNG FOREIGNERS. FOR THIS PURPOSE, WE USED THE TEACHER ATTITUDE AND BEHAVIOR TOWARDS DIVERSITY SCALE (SANHUEZA, 2010), WHOSE EXPLORATORY FACTOR ANALYSIS GROUPS 16 ITEMS ON TWO FACTORS, ENABLING THE DISTINCTION BETWEEN THE TEACHERS ATTITUDE OF RESPECT AND THEIR FAIR TREATMENT TOWARDS STUDENTS, INCLUDING 12 ITEMS, AND THE TEACHERS INSTRUCTIONAL BEHAVIOR, INCLUDING FOUR ITEMS. THE RESULTS REVEAL THAT RESPONDENTS PERCEIVED THEIR TEACHERS' ATTITUDES AND BEHAVIORS LARGELY INCLUSIVE AND THEY GREATLY VALUE THE RESPECT, CAREFUL LISTENING AND SUPPORT TEACHERS SHOW THEM WHEN THEY HAVE LEARNING DIFFICULTIES. REGARDING GENDER, THERE WERE STATISTICALLY SIGNIFICANT DIFFERENCES IN THE RESPONSES ON FEMALE STUDENTS' FAVOR, WHILE COMPARING RESPONSES DEPENDING ON EDUCATIVE STAGE, HIGH SCHOOL STUDENTS FIND MORE INCLUSIVE ATTITUDES AND PRACTICES IN THEIR TEACHERS.