Publication: El aprendizaje de los contenidos matemáticos desde las ciencias sociales: especial atención a los niños con altas capacidades intelectuales
Authors
Merlo, Annalisa
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Escuela Internacional de Doctorado
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Olivares Carrillo, Pilar ; Sánchez Fuster, María del Carmen
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
La tesis se centra en el estudio de la alta capacidad intelectual (ACI) en la escuela primaria en Italia. La investigación parte de una doble perspectiva: el análisis del nivel de conocimiento, actitudes y creencias del profesorado sobre el alumnado con ACI y la implementación en el aula dos propuestas didácticas, integrando contenidos de ciencias sociales y matemáticas.
La investigación parte de tres grandes preguntas que orientan el estudio:
¿Qué nivel de conocimiento tiene el profesorado de las escuelas de Educación Primaria de Milán sobre la alta capacidad intelectual?
¿Influye la experiencia docente o la personalidad del profesor en su apertura a nuevas metodologías y formaciones?
¿Qué papel puede desempeñar una formación adecuada en la transformación de expectativas docentes hacia el alumnado con ACI?
Se formulan los objetivos específicos:
Verificar la presencia de alumnado con ACI en la experiencia docente.
Analizar la percepción docente sobre las características del alumnado con ACI.
Evaluar la disposición del profesorado para adoptar metodologías específicas.
Conocer el impacto de la formación docente sobre la visión de las ACI.
Implementación en el aula dos actividades didácticas, una sobre fracciones y otra interdisciplinar sobre la realización del juego de la oca, evaluando su eficacia y aplicabilidad.
La tesis se apoya en un enfoque de métodos mixtos, utilizando tanto técnicas cuantitativas como cualitativas con un diseño no experimental. La investigación consta de dos fases:
Cuantitativa:
Se aplicó un cuestionario estructurado a una muestra de maestros y maestras de Educación Primaria en Milán.
El cuestionario incluyó tanto ítems cerrados como preguntas abiertas, y fue validado por expertos.
Se analizaron los datos con técnicas estadísticas descriptivas y análisis de contenido.
Cualitativa:
Se realizó una entrevista semiestructurada a la presidenta de la asociación italiana StepNet, especializada en el desarrollo del talento y el acompañamiento emocional del alumnado ACI.
Se implementaron dos actividades didácticas en el aula:
Una orientada a todo el grupo clase
Otra específicamente diseñada para alumnos ACI
Los resultados de la parte cuantitativa muestran que el profesorado manifiesta interés hacia la inclusión del alumnado ACI, pero reconoce carencias formativas y la persistencia de prejuicios. La actitud abierta al cambio metodológico y formativo parece depender más de la personalidad y sensibilidad del docente que de su antigüedad o experiencia profesional.
Respecto a las actividades de intervención en el aula:
La actividad de fracciones con todo el grupo evidenció los retos de enseñar en clases heterogéneas: si bien fue positiva para casi todos los estudiantes, solo para un pequeño grupo fue necesario proponer actividades de refuerzo
La actividad interdisciplinar del juego de la oca, orientada al alumnado ACI, mostró un alto grado de motivación, implicación y desarrollo del pensamiento crítico y creativo. Se destacó su valor para fomentar la cooperación, la autoexploración del conocimiento y la integración de saberes diversos (matemáticas, historia, geografía, arte).
La implementación directa en aula permitió validar los resultados del cuestionario y ofrecer propuestas concretas para el cambio metodológico en el entorno escolar.
La investigación concluye señalando que el sistema educativo italiano no está aún preparado para abordar de forma sistemática y coherente la atención al alumnado con ACI. Existe un vacío formativo considerable, y una tendencia a invisibilizar este colectivo dentro del marco general de las Necesidades Educativas Especiales.
Se propone que el camino hacia un cambio educativo debe pasar por:
La formación específica del profesorado en altas capacidades.
El desarrollo de materiales didácticos innovadores e inclusivos, como los diseñados en esta tesis.
La integración de la didáctica de las matemáticas con las ciencias sociales, como estrategia eficaz para fomentar el aprendizaje significativo.
The thesis focuses on the study of high intellectual ability (HIA) in the context of primary schools in Italy, specifically in the city of Milan. The research is based on a dual perspective: on the one hand, it analyzes teachers' level of knowledge, attitudes, and beliefs regarding students with HIA and, on the other, it implements two innovative teaching proposals in the classroom that aim to improve the teaching of fractions by integrating social science and mathematics content for HIA students. The research is based on three main questions that guide the study: What level of knowledge do teachers in Milan's primary schools have about HIA? Does teaching experience or the teacher's personality influence their openness to new methodologies and training? What role can appropriate training play in transforming teachers' expectations of students with intellectual ability? Based on these questions, specific objectives are formulated, including: To verify the presence of students with intellectual ability in the teaching experience. To analyze teachers' perceptions of the characteristics of students with intellectual ability. To assess teachers' willingness to adopt specific methodologies to support these students. To understand the impact of teacher training on the perception of intellectual ability. Two teaching activities were implemented in the classroom, one on fractions and another interdisciplinary one on the creation of the goose game, evaluating their effectiveness and applicability in relation to the acquisition of mathematical skills. The study is based on a mixed-methods approach, using both quantitative and qualitative techniques with a non-experimental design. The research consists of two phases: Quantitative: A structured questionnaire was administered to primary school teachers in Milan. The questionnaire included both closed-ended items and open-ended questions and was validated by experts following rigorous scientific procedures. The data were analyzed using descriptive statistical techniques and content analysis. Qualitative: A semi-structured interview was conducted with the president of the Italian StepNet association, which specializes in talent development and emotional support for HIA students. Two classroom-based educational activities were implemented: One aimed at the entire class (teaching fractions as operators). Another specifically designed for HIA students (creation of the "goose game" using decimal fractions in the context of Ancient Egypt). The quantitative results show that teachers express interest to include students with ACI, but recognize significant training gaps and the persistence of prejudices and misconceptions. However, an open attitude to methodological and training change seems to depend more on the teacher's personality and sensitivity than on their seniority or professional experience. Regarding classroom intervention activities: The whole-group fractions activity highlighted the challenges of teaching in heterogeneous classes: it was positive for almost all students, only a small group needed to propose reinforcement activities. The interdisciplinary game of the goose, aimed at students with HIA, demonstrated a high level of motivation and the development of critical and creative thinking. Direct implementation in the classroom allowed for the validation of the questionnaire results and the offer of concrete proposals. The research concludes that the Italian education system is not yet prepared to address the care of students with special needs. There is a training gap and a tendency to make this group invisible within the general framework of Special Educational Needs. It is proposed that the path to true educational change must involve: Specific teacher training in high abilities. The development of innovative and inclusive teaching materials. The integration of mathematics teaching with social sciences as an effective strategy to foster meaningful learning. This thesis provides empirical evidence and concrete pedagogical proposals for moving toward a more inclusive, motivating school focused on developing the talents of all students.
The thesis focuses on the study of high intellectual ability (HIA) in the context of primary schools in Italy, specifically in the city of Milan. The research is based on a dual perspective: on the one hand, it analyzes teachers' level of knowledge, attitudes, and beliefs regarding students with HIA and, on the other, it implements two innovative teaching proposals in the classroom that aim to improve the teaching of fractions by integrating social science and mathematics content for HIA students. The research is based on three main questions that guide the study: What level of knowledge do teachers in Milan's primary schools have about HIA? Does teaching experience or the teacher's personality influence their openness to new methodologies and training? What role can appropriate training play in transforming teachers' expectations of students with intellectual ability? Based on these questions, specific objectives are formulated, including: To verify the presence of students with intellectual ability in the teaching experience. To analyze teachers' perceptions of the characteristics of students with intellectual ability. To assess teachers' willingness to adopt specific methodologies to support these students. To understand the impact of teacher training on the perception of intellectual ability. Two teaching activities were implemented in the classroom, one on fractions and another interdisciplinary one on the creation of the goose game, evaluating their effectiveness and applicability in relation to the acquisition of mathematical skills. The study is based on a mixed-methods approach, using both quantitative and qualitative techniques with a non-experimental design. The research consists of two phases: Quantitative: A structured questionnaire was administered to primary school teachers in Milan. The questionnaire included both closed-ended items and open-ended questions and was validated by experts following rigorous scientific procedures. The data were analyzed using descriptive statistical techniques and content analysis. Qualitative: A semi-structured interview was conducted with the president of the Italian StepNet association, which specializes in talent development and emotional support for HIA students. Two classroom-based educational activities were implemented: One aimed at the entire class (teaching fractions as operators). Another specifically designed for HIA students (creation of the "goose game" using decimal fractions in the context of Ancient Egypt). The quantitative results show that teachers express interest to include students with ACI, but recognize significant training gaps and the persistence of prejudices and misconceptions. However, an open attitude to methodological and training change seems to depend more on the teacher's personality and sensitivity than on their seniority or professional experience. Regarding classroom intervention activities: The whole-group fractions activity highlighted the challenges of teaching in heterogeneous classes: it was positive for almost all students, only a small group needed to propose reinforcement activities. The interdisciplinary game of the goose, aimed at students with HIA, demonstrated a high level of motivation and the development of critical and creative thinking. Direct implementation in the classroom allowed for the validation of the questionnaire results and the offer of concrete proposals. The research concludes that the Italian education system is not yet prepared to address the care of students with special needs. There is a training gap and a tendency to make this group invisible within the general framework of Special Educational Needs. It is proposed that the path to true educational change must involve: Specific teacher training in high abilities. The development of innovative and inclusive teaching materials. The integration of mathematics teaching with social sciences as an effective strategy to foster meaningful learning. This thesis provides empirical evidence and concrete pedagogical proposals for moving toward a more inclusive, motivating school focused on developing the talents of all students.
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