Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article presents the partial results of a research which purpose was to determine the existence of school resilience factors within a college high school located in a context with social and economic adversity issues, despite of which students have achieved outstanding academic levels. The theoretical approach is the school resilience theory, paradigm which postulates the construction of resilience in school settings where the resilient response is the natural posture in the school dynamics. This article presents the results of the study focused on finding teacher resilience factors. For this purpose a qualitative methodological approach was used and a design of the case study was employed in this research. The case study design used in-depth interviews with the school teachers. Participants’ narratives allowed, one by one, the definition of the six teaching resilience factors presence which generate a supporting atmosphere in the school community, despite the surrounding circumstances.

En la obra Aportes a la educación matemática basados en la investigación, los editores Lidia Hernández, Ileana Borja, Josip Slisko y José Juárez exponen resultados recientes de la investigación en educación matemática que buscan mejorar el aprendizaje y la enseñanza de esta disciplina. Con tales aportaciones logran “contribuir al conocimiento del profesor de matemáticas de los niveles básico y medio superior, principalmente, pero también podrían ser útiles para los del nivel superior” (Hernández, Borja, Slisko y Juárez, 2019, p. 10). Cada capítulo del libro pone de manifiesto la importancia de otorgar a la práctica docente referentes teóricos y metodológicos debido a la complejidad de los diversos fenómenos asociados a los procesos educativos en el aula.  

The main purpose of the present study was to know the relationship that the family context has with the academic performance of the students, so it was decided to work through a post-positivist paradigm, a quantitative approach with a non-experimental transectional design. On the information collected, descriptive and inferential statistics were applied that showed the following results: There is no association between the socioeconomic level of the family variable with the academic performance of the students; family climate and parenting style are associated with the academic performance of their children; a correlation of .335 was also found among the school support provided by parents to children with their academic performance, in relation to the family context of the students and their academic performance, a correlation of .339 was obtained. The conclusion is that it is essential to implement actions on the Continuous Improvement Scholar Program that address the problems that arise from the family climate, in addition to establishing effective communication with parents to achieve awareness and commitment in training, parenting and education of their children.

Mathematics is considered an important factor in the integral formation of students, however, obstacles in their learning result in new knowledge not being generated, which is necessary to develop an efficient school career. Information and communication technologies (ICT) have become a resource with which obstacles can be overcome, especially those related with the prevalence of erroneous conceptual and procedural knowledge. The objective of this research is to analyze the impact of the use of technologies to reduce the obstacles mentioned in the baccalaureate educational level; to achieve this, a descriptive, non-experimental study was carried out, using the survey technique to ask about the perceptions of 207 students in how technologies have modified their preconceived notions and interpretations of inefficient mathematical concepts and procedures. The results indicate that from the intentional use of ICT students perceive a change in the understanding of mathematics, thereby reducing obstacles in learning. It is concluded that the use of technology is an aspect of great importance for the training of students, as long as it is accompanied by the disciplinary knowledge of the teacher.

In this paper, we expose the relevance of integrating two research paradigms to analyze vulnerability and social resilience facing climate change (CC) impacts, through a reflexive study. The research was developed in two stages: the first from the interpretative paradigm, and the second from the critical one. A mixed methodology was used. The first stage covered a questionnaire and semi-structured interviews; in the second stage, the work was developed through participatory workshops and focus groups. In the second stage, spaces were opened to detonate and manage social resilience actions against CC consequences, mainly floods aggravated by hydrometeorological phenomena in three localities of the state of Veracruz, Mexico. High school students and teachers participated and the results reveal that the integration of the aforementioned paradigms is relevant both to know and analyze the situation of vulnerability and social resilience from the school contexts defined in each locality, as well as to contribute to detonating, in a young population, participatory and committed actions with its community in matters of vulnerability to the impacts of the CC, seeking to move towards social resilience facing CC, in response to the current challenges of environmental education in the face of this phenomenon.

A position about the principles of task design in Educational Mathematics from Socio-epistemology is proposed, taking as a premise the reflection done from diverse research groups regarding how task-designs for research and school intervention are justified and carried out. We make an articulation between the design principles in intermediate level and domain-specific frames with the principles of the Socioepistemological Theory and the problematization of the mathematical knowledge. In addition, two examples of research within this theoretical framework are shown, one focused on the Fourier series in its context of origin and another one in electrical engineering as a referral practice for the resignification of the steady-state, both examples help to illustrate how task-design principles give foundation to the learning situations of both research projects. We conclude that the problematization of the mathematical knowledge plays an important role on the construction of design principles, as the problematization proposes re-designs for the school mathematics discourse.

The historical memory on the educational institutions’ development allows the cultural transfer and identity building of the members of the academic community, at the same time, it is a bridge that allows the continuity of an educational project. This work presents a descriptive study about the prospective and evolution of the Bachelor’s degree in Education Sciences from the Facultad de Ciencias Humanas at Universidad Autónoma de Baja California, Mexico. A documentary analysis was made considering four types of information: epistemological foundations of the profession; prospective of the professional field; institutionalization of the profession as an education field in universities, and the socio-historical context of the educational program. It concludes that the educational program analyzed has epistemological bases on the scientific-educational thought promoted by France at the beginning of the 20th century; likewise, local history of the program points that interdisciplinarity and curricular flexibility are great strengths of the educational program.

The objective of this research was to assess from the teachers’ perspective the characteristics of pedagogical leadership in two English language centers belonging to the countries of Mexico and Colombia. The method utilized was of quantitative nature with a descriptive approach. The instrument used to obtain the information was a questionnaire based on a Likert scale. The results indicate that the staff recognizes the relevance of planning, organization, and management as strategic elements that allow the school’s learning goals to be achieved.

To manage the learning of mathematics, that is, the acquisition and use of resources to create an environment in which mathematics is accessible to students, it is necessary to investigate the aspects that promote it, such as the cognitive, didactic, technological and affective ones, among others. Particularly, from the emotional point of view, this article analyzes four groups of beliefs of high school students: 1) beliefs of self-efficacy in mathematics, 2) beliefs about teaching mathematics, 3) beliefs about mathematics learning, and 4) beliefs about the evaluation in mathematics. The research is qualitative, the beliefs of the students were accessed through a questionnaire, and the data was examined under a thematic analysis. The results show three levels of self-efficacy: low, medium and high, associated with the domain source, to understand the subjects of Mathematics. There was also a tendency to believe that learning Mathematics is problem solving, and regarding the teaching of Mathematics, students’ beliefs are associated with the activities that they and the teacher perform in classes. Mathematics assessment beliefs are associated with assigning a grade.

The entry of the Smartphone into our activities has generated different changes, and the educational field is no stranger to it; it is in this context where universities must assume a leading role to incorporate them into the professional training process. This study evaluates the possession and daily use of Smartphones, the frequency of use in academic activities by students and teachers, in addition to the advantages and disadvantages of using Smartphones in the university context. The sample consisted of 462 students from the Universidad Nacional del Centro del Peru, of which 217 were male and 245 female. The selection of participants attended the stratified random sampling. Information was collected through an ad hoc built instrument. The results show that from 89.4% of university students who own Smartphones and 82% who use it daily, only 50.2% sometimes use it for academic activities, in addition to 37.9% of teachers who occasionally use it. Despite this, students consider that the Smartphone has more advantages than disadvantages for the development of their academic activities.