Unidad didáctica sobre el concepto de probabilidad en un aula inclusiva para estudiantes de grado octavo
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Barajas Figueredo, Adriana Maritza
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Trabajo de grado - Maestría
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EspañolFecha de publicación
2014-05-26
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La inclusión educativa se está promoviendo con ímpetu a nivel nacional y mundial, al punto de exigirle a todas las instituciones atender a todos los ninos independientemente de su condición física, social, emocional o cultural. Con el objetivo de promover aulas inclusivas, particularmente en el Colegio de Bachillerato Patria, se disena una propuesta didáctica para la ensenanza del concepto de probabilidad, basada en la metodología del aprendizaje activo, que se apoya en un Objeto Virtual de Aprendizaje y se ajusta a lo propuesto en los estándares del Ministerio de Educación Nacional en cuanto al desarrollo del pensamiento aleatorio para grado octavo. Las actividades que componen la propuesta didáctica se implementaron, a modo de prueba piloto en una muestra diversa en cuanto a su nivel social y económico; como resultado se obtuvo la interacción y participación de todos los estudiantes y el interés por aprender el concepto de probabilidad.
Abstract: The development of inclusive education practices have received strong support nationally and globally, to the point that governments are requiring all educational institutions caring for all children regardless of their physical, social, emotional or cultural status. Therefore, with the aim of promoting inclusive classrooms, particularly in the high school "Patria", and taking into account the methodology of active learning, a methodological approach was designed for teaching the concept of probability. Moreover, this methodological approach is supported by a Virtual Learning Object which fits along the lines proposed in the standards of the Ministry of National Education in regard to the development of the random thought for eighth graders. In addition, the activities that integrate the methodological approach were piloted with a population that diverged in social and economic status. As a result, it was noticed that learners not only interacted and participated in the activities, but also they showed interest for learning the concept of probability.
Abstract: The development of inclusive education practices have received strong support nationally and globally, to the point that governments are requiring all educational institutions caring for all children regardless of their physical, social, emotional or cultural status. Therefore, with the aim of promoting inclusive classrooms, particularly in the high school "Patria", and taking into account the methodology of active learning, a methodological approach was designed for teaching the concept of probability. Moreover, this methodological approach is supported by a Virtual Learning Object which fits along the lines proposed in the standards of the Ministry of National Education in regard to the development of the random thought for eighth graders. In addition, the activities that integrate the methodological approach were piloted with a population that diverged in social and economic status. As a result, it was noticed that learners not only interacted and participated in the activities, but also they showed interest for learning the concept of probability.