Search

The social distancing measures that were imposed as a result of the Covid-19 pandemic, led many countries to adopt distance education. In Chile, a group of teachers sought to support children’s education, and with the combined efforts of parents, teachers and administrators took up the challenge of how to help children continue learning in such an adverse environment. To this end, an open-access television program, specifically to support daily math for grade 1 children, was created. The program, which was available on the Internet, comprised fifty-seven video clips based on the official school text and tutor-student interaction. The present paper reports on this initiative and its outcomes.

We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning and one at the end of the school year to 1.532 students, identifying the gains and achievements of each group in the teachers' classrooms. The constructivist-oriented subcomponent of the teachers' CK showed a significant association with student learning, although it is less significant than the association with the teacher's experience. Socioeconomic factors were strongly associated with student achievement, confirming the strong divisions that characterize the chilean education system. Foi realizado um estudo exploratório sobre a relação entre o conhecimento de professores e a compreensão de alunos de quarta série, com foco no ensino de frações. Examinamos o conhecimento do conteúdo (CK) e o conhecimento pedagógico do conteúdo (PCK) de 53 professores. Quantificamos a experiência e a preparação matemática desses professores, bem como o nível socioeconômico e acadêmico das escolas onde o estudo foi realizado. Aplicamos um teste para 1.532 alunos, no início e no final do ano escolar, identificando os ganhos e conquistas de cada grupo nas salas de aula dos professores. O subcomponente construtivista orientado do CK dos professores mostrou uma associação significativa com a aprendizagem do aluno, embora seja menos significativa que a associação com a experiência de ensino do professor. Os fatores socioeconômicos estão fortemente associados com a realização do estudante, atestando as grandes diferenças que caracterizam o sistema educacional chileno. Realizado un estudio exploratorio respecto de la relación entre el conocimiento de los profesores y la comprensión de los alumnos de cuarto grado, enfocado en la enseñanza de las fracciones. Se examinó el conocimiento del contenido (CK) y el conocimiento pedagógico del contenido (PCK) de 53 profesores y se cuantificó su experiencia y preparación matemática, así como el nivel socioeconómico y académico de las escuelas en las que se realizó el estudio. Se aplicó una prueba al inicio y otra al término del año escolar a 1.532 alumnos identificando las ganancias y las conquistas de cada grupo en las clases de los profesores. El subcomponente constructivista orientado del CK por parte de los profesores, mostró una asociación significativa con el aprendizaje del alumno, aunque menos significativa que la asociación con la experiencia del profesor. El factor socioeconómico tuvo una fuerte relación con los logros de los alumnos, dejando en evidencia las fuertes diferencias que caracterizan el sistema educativo en Chile.