La inclusión de alumnos con discapacidad en aulas de Matemática del Nivel Secundario : Su abordaje en la formación docente inicial

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Detalles Bibliográficos
Autor Principal:	Grimaldi, Verónica
Formato:	Tesis
Temas:	Educación inclusiva Enseñanza de la matemática Formación docente Nivel secundario Discapacidad Inclusive education Mathematics teaching Teacher training Secondary education Disability Enseñanza secundaria Enseñanza de las matemáticas Formación de docentes Inclusión social
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/tesis/te.1516/te.1516.pdf
Resumen:	En los últimos años, el concepto de inclusión se ha utilizado en múltiples espacios y con significados diversos. En la Provincia de Buenos Aires, las políticas educativas que se han venido desarrollando así como los documentos curriculares producidos explicitan una fuerte idea política: el conocimiento -y, en particular, el conocimiento matemático-, ya no es considerado un privilegio de unos pocos sino un derecho de todos. Sin embargo hemos notado que la noción de inclusión, y más específicamente la inclusión de alumnos con discapacidad en el aula de Matemática, aparece escasamente tratada en la formación inicial del profesorado. En este trabajo presentamos una experiencia en la que se ha buscado generar un espacio formativo en torno a esta cuestión, articulando con el momento en que los estudiantes realizaron sus primeras prácticas docentes en aulas del Nivel Secundario con alumnos con y sin discapacidad. In recent years, the idea of inclusion has been used in multiple scenarios and with different meanings. In the Province of Buenos Aires, the educational policies that have been developed, as well as curricular documents that have been produced, express a strong political idea: knowledge - and, in particular, mathematical knowledge - is no longer considered a privilege of a few but a right that belong to everyone. However, we have noticed that the notion of inclusion, and more specifically the inclusion of students with disabilities in Mathematics classroom, is scarcely treated in initial teacher training. In this work we present an experience in which we have sought to generate a training space to work with this issue, articulating with the moment in which students made their first teaching practices in Secondary School classrooms including students with and without disabilities.
Descripción Física:	58 p. : fot. col.

https://www.memoria.fahce.unlp.edu.ar/tesis/te.1516/te.1516.pdf

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La inclusión de alumnos con discapacidad en aulas de Matemática del Nivel Secundario : Su abordaje en la formación docente inicial

https://www.memoria.fahce.unlp.edu.ar/tesis/te.1516/te.1516.pdf

Consultar en el catálogo de Biblioteca FaHCE

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