20/10/2008
Las clases en las aulas chilenas son, según investigaciones, predecibles y poco participativas. En Japón, en cambio, nación que obtuvo el sexto lugar en la última prueba PISA, los alumnos debaten sobre la forma en que se llega a los resultados.
Clases con profesores explicando en la pizarra, entregando guías de papel y estudiantes sin hacer preguntas. Esa es la concepción tradicional de una clase de matemáticas y es la que pretenden cambiar a lo largo de Chile más de 600 profesores con la aplicación de un nuevo método de enseñanza de la materia, importado desde Japón.
Los excelentes resultados en las pruebas estandarizadas internacionales del país oriental han hecho que naciones con peores resultados, como Chile e incluso Estados Unidos, acudan a él para que les brinde su asesoramiento. En el caso de Chile, fue la Universidad Católica de Valparaíso, con el apoyo del Mineduc, la que fue en busca de la fórmula y también la que ha capacitado a los maestros para que puedan llevarla a las aulas.
CLASES PREDECIBLES
Según concluyó un estudio de Roberto Araya, del Programa de Investigación en Educación de la U. de Chile, las clases de matemática son uniformes, predecibles y no ayudan a desarrollar la curiosidad por los números. A ello se agrega que no fomentan el razonamiento, como concluye en un estudio similar otra investigadora del mismo plantel, Leonor Varas.
Además, según los expertos, los estudiantes chilenos están acostumbrados a resolver grandes cantidades de ejercicios, pero cuando tienen que aplicar las mismas lógicas matemáticas en la vida diaria, pierden la brújula, es decir, aprenden sólo a través de la repetición.
Son estas deficiencias las que se quiere suplir con el sistema matemático nipón. Aunque la idea no es aplicarlo exactamente igual como funciona en Oriente, sino que se adaptarán sus mejores y más exitosas metodologías.
En el país oriental, muy por el contrario, los estudiantes participan y no aprenden a través de la repetición, sino a partir de la resolución de problemas cotidianos. Por ejemplo, una clase típica japonesa comienza con la revisión de la sesión anterior y sigue con la presentación de los problemas del día; luego viene un trabajo individual y posteriormente se discuten los métodos de resolución encontrados. A lo largo de la sesión, el profesor realiza preguntas clave para atraer el pensamiento del alumno.
“Los japoneses desarrollan habilidades relacionadas con destrezas de pensamiento. Cada uno busca soluciones a un mismo problema, potenciando la autonomía”, dice Soledad Montoya, académica que ha participado del proyecto en la Universidad Católica de Valparaíso.
Son ya 39 comunas, desde Arica hasta Futaleufú, las que están realizando talleres sectoriales, que se traducen en más de 676 profesores que comenzaron este año, de forma paulatina, a implementar el sistema. A través de sesiones de perfeccionamiento en Valparaíso, los profesores han aprendido cómo el sistema japonés puede implementarse en nuestro país.
1) What is this new method about?
2) What is math education like in Chile nowadays?
1) What is this new method about?
This new method is about that the students have to participate and learn by doing some maths practice, but in a more interesting way.
In this new method the students start with a revision of the last day, then they present the new problems for this day. And finally they have to do an induvidually work that they will have to comments with other students later.
The teachers think that this method is useful, because the students learn maths by commenting things with their friends, and they have to solve problems that they can apply in the real life, and they are more motivate.
I think that when I can comment the maths practice with my teammates and when I have to solve problems that I can apply to the real life, I’m more motivate and it’s more easy for me, and I learn the same that is I do formulas, operations and more formulas.
2) What is math education like in Chile nowadays?
The maths education like in Chile nowadays is very boring, and for this reason there are a lot of students that don’t study anything. I thing that these students don’t study because they feel that they can’t becaus they have to do a lot of operations and formulas, but I thin that if these same students can work with The new Method (by commenting the problems and the practice with other students, by participating in class, by doing maths problems that can be apply to the real life… ) they would be more motivate and they would study more.
In conclusion, If all the schoold aplly this new method, would be more students that study, not like now.
Clàudia 🙂
1) The new method consists on making the classes lighter, not so stressing and without so many problems to do every day. The students make a revision of the day before and start doing more problems, with individual work, which they comment between their mates and compare their results. More than 600 teachers think this method is really useful because it can awake a student’s interest for math. Japanese teachers make problems related with real life, and the students learn more this way, instead of doing practice non-stop. Like this, with the help of the others, problems can be solved easily.
2) Classes in Chile are boring, uninteresting and predictable. They only practice without applying the concepts to real life. Because of this, students are not interested in math, because they think it’s boring. Teachers think that if they apply the Japanese method to their schools, the lessons’ll be more creative and interesting, consecuently making them having more interest for the subject.
1) What is this new method about?
This new method is about that the students have to participate more in class and learn maths in a different way that now; for example doing practice of math more interesting. The method consist that when the class starts first the students and the teacher make a revision of the last class and when they have finish the revision they starts the new problems for the day, to finish the class they have to do individually work and then thy disccuss the different ways to find the resolution of the problems.
The teacher is important in this mehtod becasue the teachers have to make questions during the class to their students to attract their thoughts.
I think that the idea of the class math is good becasue we sit in groups of four or five and when we are doing any problem we can say to any teammate of the group; do you know how to fins the “x” or What equals the “x”?…,(like Claudia says) So, the idea of make clases in groups it’s a great idea because I had said.
2) What is math education like in Chile nowadays?
The math education in Chile nowadays is bad and boring because there are a lot of students that don’t study for the reason that the student there are all the time doing operations and applying formulas and if one day you don’t understand something, the next day you start new things and with the new method you will have a second opportunity to understand the thing that yesterday you didn’t understand.
I think that if this method will be use in Chile more people will study and less people will leave the studies for the reason that the math education will be more motivate and interesting.
a)The new method consists of do the maths classes more practical and try that the students participate more in it. It can be like in China in which all the students find solutions by them selves and then discuss what is the best option and why. These problems are usually related with real live. I think that it makes the class more interesting and the students will be more involved in it and will be useful for the development of the student knowledge. They don’t apply formulas without any sense they try to found the better solutions for a problem. We can observe that this method works because we see it in the results of China.
b) The method in Chile is boring and it isn’t useful. They do problems and formulas mechanically. They don’t apply their methods in real problems like in China they do almost the same and they only learn how to apply this but not where or why. In this case is more useful the method apply in China that involved all the students. Like my other mates said the ‘Teamwork’ that we do in class is also a good method because we have the opportunity to discuss different results that we think and try to find the better result.
1) What is this new method about?
The new method is about learning maths in a different way that almost all the planet do. It consists in classes more active, real with usually problems, interesting discussing with the other mates and of course applying logic doing that students, alone, by them selves solve the problem, that’s good for be more independent too.
For example in Japan, where the method is already applies we can see that students
participate and don’t learn trough repeating, instead they develop abilities related to thinking skills.
2) What is math education like in Chile nowadays?
Nowadays the education in Chile is easier to predict, with no intention of develop the curiosity for numbers and without participation from the students. Moreover the students are used to solve a lot of problems that when they have to apply to the real live by logic maths are useless and they loose the direction. In other words they only learn by repeating one and another time.
A typical class in Chile is with a teacher explaining in the blackboard, bringing to students exercises in pages without asking anything. But fortunately 600 of teaches will change this method of teach maths with Japanese model.
Extra: I my opinion in our classes we used to do good teaching methods like think and discuss and acting maths, but we also do many exercises and we don’t use to do many real problems, only in some problem solving, but that’s normal because if you are studying pure maths you won’t do real life problems. I think that even now the methods are quite good Its could be improved to be more fun and interesting.
a) I’m just going to give my opinion about what they have say.
I desagree with Cristina when she says lighter classes, because I don’t think that the classes are going to lighter I think that a class can be funny, dynamic and active without being lighter than another types of classes (like boring, unhappy and interminating classes, as almost always happens) I think that we have in our mind that something good have to have something bad and sometimes happens, but I think in this case it doesn’t happen.
Then I’m agree with Claudia whe she says that is better to comment the practices we do, and that’s tru because when you are comparing and you see that you don’t understand it very well, you can ask tou your mates that understand it better than you yo help you and almost always you understand more the explanation they gave you than the explnation that the teache has tell you, because they see the problems with the same eyes, what I mean is that they look at it and they see it as the same way as yours, and that’s the poin.
But you may say… Mariona you can ask them after the class, but that’s not true because sometimes you only talk with this mate that explain you things better when you’re in this class and when you’re outside you don’t have any relation with him. And that’s nice.
I think that I already say everything.
Bye see you soon!
Mariona 😀
1)What is this new method about?
I think that this method is about another way to learn maths. The students that use this method try to resolve problems that are connected with the real life. They participate more in class and it’s not always repeating the things and learning because you have to do it. It’s a way that make that the students like studying maths. This method is alredy used in almost everywhere. In our class when we do posters and teamworks with all the group is easier because your group can help you if you don’t understand something and when you know that you do the things good maybe you have more motivation to explain it in front of all the class.
2) What is math education like in Chile nowadays?
The math education in Chile nowadays is easy to predict because they always do the same and it makes that the classes were very boring I think that is because they only do operations and only learn the things by repeating the teacher. So, the students think that maths are very boring and that are not necessary and they stop studying. Maybe if in these places that have the maths classes so boring they aply this new method all the students will be more attentive and it can help them to understand more maths.
Annaa 🙂
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