Publication: Un modelo de intervención psicoeducativa para matemáticas (PEIM)
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2008
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Fundación Infancia y Aprendizaje
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Abstract
El PEIM (Programa Evolutivo Instruccional para Matemáticas) es un modelo de intervención que hunde sus raíces en el enfoque constructivista socio-cognitivo y tiene muy en cuenta el desarrollo matemático específico de cada uno de los alumnos. Interviene fundamentalmente sobre cuatro pilares que constituyen los ingredientes básicos del complejo proceso enseñanza-aprendizaje que se produce en el aula: alumnos, profesor, contenidoscurriculares y dinámica del aula. En cuanto a los alumnos, la intervención persigue principalmente que todos los aprendices del aula presenten un perfil claramente constructivista, en el sentido de que se comporten de una manera activa, tanto física como mentalmente. Igualmente, se requiere que los alumnos sean autónomos en la construcción de sus conocimientos matemáticos. Con respecto al profesor, la intervención, si necesaria, buscará que se ajuste al perfil del profesor constructivista, siendo un buen conocedor de las ideas básicas de este enfoque y del desarrollo de los contenidos matemáticos concretos en el niño, presentando actitudes positivas ante las matemáticas. La intervención con respecto a los contenidos que se imparten en el aula se centrará en dos aspectos importantes: la selección y secuenciación de los mismos. La selección requiere que se priorice la realización de tareas en el aula como razonar, pensar, solucionar problemas, representar, tomar decisiones, operar, etc., y menos actividades memorísticas y mecánicas. Igualmente estas tareas deberían ser significativas, tanto desde el punto de vista psicológico como socio-cultural. La secuenciación se refiere a la necesidad de jerarquizar los contenidos matemáticos en función de la dificultad que presentan a los niños. Finalmente, la intervención en el aula busca que tanto el rol del alumno como el del profesor se ajusten al modelo constructivista, minusvalorando los recursos didácticos basados en la repetición y reforzando el aprendizaje cooperativo en el aula.
The PEIM (Instructional Developmental Programme for Mathematics) is an intervention model that has its roots in the socio-cognitive constructivist approach. In this model the specific mathematical development of each student bears great weight. Essentially, it has four intervention pillars that constitute the basic ingredients of the complex teaching-learning process taking place in the classroom: students, teacher, curricular contents, and classroom dynamics. Regarding students, the aim of intervention is mainly 1) that all learners in the classroom show a clearly constructivist profile, i.e., that they are both physically and mentally active, and 2) that students are autonomous in the construction of mathematical knowledge. With respect to the teacher,intervention, if necessary, will attempt to fit a constructivist teacher profile: to be proficient on the basics of this approach and on the development of specific mathematical content in the child, showing a positive attitude to mathematics. Intervention regarding contents taught in the classroom will focus on two important aspects: content selection and sequencing. In content selection it is necessary that, on the one hand, priority is given to accomplishing tasks in the class such as reasoning, thought, problem solving, representation, decision taking, carrying out operations, etc., and on the other, that there are fewer memory and mechanical activities. Likewise, these tasks should be significant, both from a psychological and a socio-cultural point of view. Sequencing refers to the need to organise mathematical contents depending on the difficulty that they present to the children. Finally, the aim of classroom intervention is that both students’ and teachers’ role fits the constructivist model, paying less attention educational resources based on repetition and reinforcing cooperative learning in the classroom.
The PEIM (Instructional Developmental Programme for Mathematics) is an intervention model that has its roots in the socio-cognitive constructivist approach. In this model the specific mathematical development of each student bears great weight. Essentially, it has four intervention pillars that constitute the basic ingredients of the complex teaching-learning process taking place in the classroom: students, teacher, curricular contents, and classroom dynamics. Regarding students, the aim of intervention is mainly 1) that all learners in the classroom show a clearly constructivist profile, i.e., that they are both physically and mentally active, and 2) that students are autonomous in the construction of mathematical knowledge. With respect to the teacher,intervention, if necessary, will attempt to fit a constructivist teacher profile: to be proficient on the basics of this approach and on the development of specific mathematical content in the child, showing a positive attitude to mathematics. Intervention regarding contents taught in the classroom will focus on two important aspects: content selection and sequencing. In content selection it is necessary that, on the one hand, priority is given to accomplishing tasks in the class such as reasoning, thought, problem solving, representation, decision taking, carrying out operations, etc., and on the other, that there are fewer memory and mechanical activities. Likewise, these tasks should be significant, both from a psychological and a socio-cultural point of view. Sequencing refers to the need to organise mathematical contents depending on the difficulty that they present to the children. Finally, the aim of classroom intervention is that both students’ and teachers’ role fits the constructivist model, paying less attention educational resources based on repetition and reinforcing cooperative learning in the classroom.