Praxis Investigativa ReDIE

14-31

Authors: Nahina Dehesa De Gyves

When we evaluate we also validate what is important in terms of the expected mathematical competence and although in the present work no necessary measures are addressed when the results are not favorable, some aspects are raised as to how to evaluate. For this, a case study is presented in relation to a subject of a linear Algebra course around which it reflects on general issues that concern the communication of mathematics. Mathematics can support human interaction because its symbolic nature is mediating between the dialogues between teacher and student. In the analysis of the discursive practices of the case study, it is considered pertinent to take into account the use of actions such as rotating, moving, focusing various mathematical objects in two and three dimensions, pointing them out, all of them necessary in their communication and intending to emphasize that their Employment is also necessary when assessing.

48-54

Authors: Enrique De La Fuente Morales, Daniel Eliud Robledo Sastré y Rene Ventura Morales

Two times two is four, five times six is thirty, the square root of four is two, again and again the students repeat these phrases to "learn" mathematics in basic education, but in Fréchet's words, in elementary education the students do not have the opportunity to verify the agreement of these consequences (Fréchet, 1988; 14) and unfortunately the pupils come to the conclusion that by axiom those are the results, without deepening, in him why of those conclusions, this consequently affects, not only the learning of the mathematics but also limits creativity because it does not encourage imagination and domain of these concepts, for this reason it is proposed to de-axiomatize the teaching of mathematics, if this expression is allowed, to reduce the minimum the use of memory indicating which are the axioms, definitions and which are proposals that are derived from these, thus building knowledge and have the ability to discover new consequences, all this motivates to suggest the following method of "teaching-learning" where the student will decrease the use of memory by encouraging their creativity based on reflect understanding each term logically, because memory fails, but logic never fails.

71-87

Authors: Maritza Caraballo Rodríguez

Modernist, exclusionary, anti-ethical education, denying diversity, the human condition and false educational policies; It has shaped the antithesis of an Inclusive Education denying the essence of the human being. The research line entitled: Inclusive Ecosophical Education is a construct made up of synergy in educational practices and the consideration of teachers as a fundamental link to promote a quality education, inclusive, anthropogenic, that addresses the human condition as a fundamentally edifying action of human development, of life, of the salvation of the planet; both of the individual and society in an interdependent and symbiotic way. It has the excellence of the ecosophy it serves in a marked social responsibility of the need for the liberation of those not included, forgotten, buried, people with special educational needs, in the acceptance of diversity. In order to fulfill the research objective: to configure the perspectives of teacher training in Ecosophical Inclusive Education, the hermeneutic, comprehensive, ecosophic and daitopetric transmethod was used; under the transparent trans-complex and transmodernist project. In the transmethodic research, some opening conclusions were obtained: a teacher in permanent training as a citizen and professional is treated, denied to cognitive conformism and cultural imprinting, the formation that tends to deconstruct the imprinting of the traditional teaching culture or seal Modernist traditional of what it means to educate. A re-educated ecosophic teacher, reformed in his mind, who must teach the human condition from recognition in his peers, in the midst of antagonisms or topoi. The consciousness of humanity on the planet in both the inhumanity in the human man.

102-116

Authors: Juan Gutiérrez García y Martha Guadalupe Mendoza Cázares

The findings presented in this article are part of the results of a broader investigation entitled: "The pedagogical value of school supervision towards institutional transformation", which was carried out in preschool schools in the municipalities of Santa María y Tierra Nueva del Estado de San Luis Potosí from 2013 to 2017. The objective of the study was to describe and interpret the supervisors and technical-pedagogical advisors who directly intervene in the realization of the supervision. The research is based on symbolic interactionism which allowed access to the intentionality, expectations, aspirations and interaction frameworks of those involved in supervision. In congruence with this theoretical perspective, the methodological pathway falls within the scope of qualitative research as a case study that focuses on supervision based on the subjectivity and intersubjectivity of those who carry it out. In this sense, the application of semi-structured in-depth interviews was chosen. Through the results obtained, the relevance of redefining supervision is explained, as a practice aimed at the innovation of the training processes that take place in preschool education establishments, which implies revaluing their pedagogical sense, through shared processes of reflection Systematic aimed at the construction and implementation of proposals for the continuous improvement of the educational practices that take place in the schools of this educational level.

131-148

Authors: Zoila Rafael Ballesteros, Inés Lozano Andrade y Tanya Villa Rodríguez

The purpose of this article is to report on the evaluation practices carried out by secondary school teachers and the meanings assigned to these practices. This is the result of an ethnographic research carried out in a México City’s secondary school and the questions: What and how do teachers evaluate their students’ learning? What meanings do they build around these evaluation practices? The findings reveal some inner policies aimed at raising the learning and achievements outcomes in terms of quantity, and the problems these teacher face by accepting them. The results allow us to understand better some aspects related to the Mexican Education system crisis and the quality of these learning outcomes, as well as the increasingly complex task that involves being a teacher.