Publication: Clase social de origen y didáctica de las matemáticas
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2017-10
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Universidad de La Laguna
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Abstract
En 2012 PISA «mide por primera vez la relación entre las oportunidades de aprender matemáticas y la “literacia” matemática» mediante preguntas que se refieren a tipos de ejercicios, tipos de problemas y familiaridad con conceptos matemáticos. Estas preguntas permiten contrastar empíricamente no solo la cuestión de la eficacia de diversas prácticas pedagógicas, sino también su relación con la clase social, una cuestión tratada en Sociología de la Educación particularmente por la escuela de Bernstein. Las preguntas de PISA contraponen las propuestas del matemático holandés De Lange, que Bernstein clasificaría sin duda alguna como «pedagogía invisible», con pedagogías más directas, del tipo «visibles autónomas». En este trabajo se usan los datos de PISA 2012 para comprobar si hay relación entre estos dos modos de enseñar matemáticas y el estatus social de los hogares. Se encuentra una ligera relación positiva entre clase social y pedagogías visibles, que parecen más frecuentes entre los alumnos de clase media. Esta relación, sin embargo, se disuelve cuando se controla la literacia de los alumnos, lo que sugiere que en realidad los profesores adaptan los métodos a las capacidades de los alumnos, usando los métodos «modernos» con el alumnado de bajo rendimiento.
In 2012 PISA “measures for the first time the relationship between mathematical learning opportunities and mathematical ‘literacy’ ” through questions that relate to types of exercises, types of problems and familiarity with mathematical concepts. These questions allow us to empirically contrast the question of the efficacy of various pedagogical practices and their relation to social class, a question dealt with in Sociology of Education particularly by the Bernstein school. PISA’s questions contrast with the propositions of the Dutch mathematician De Lange, which Bernstein would undoubtedly classify as “invisible pedagogy”, with more direct pedagogies of the “autonomous visible” type. In this paper, PISA 2012 data is used to see if there is a relationship between these two ways of teaching mathematics and the social status of households. There is a slight positive relationship between social class and visible pedagogies, which seem more prevalent among middle-class students. This relationship, however, dissolves when pupils “literacy” is controlled, suggesting that teachers actually adapt the methods to the students” capacities, using “modern” methods with the low-performing students.
In 2012 PISA “measures for the first time the relationship between mathematical learning opportunities and mathematical ‘literacy’ ” through questions that relate to types of exercises, types of problems and familiarity with mathematical concepts. These questions allow us to empirically contrast the question of the efficacy of various pedagogical practices and their relation to social class, a question dealt with in Sociology of Education particularly by the Bernstein school. PISA’s questions contrast with the propositions of the Dutch mathematician De Lange, which Bernstein would undoubtedly classify as “invisible pedagogy”, with more direct pedagogies of the “autonomous visible” type. In this paper, PISA 2012 data is used to see if there is a relationship between these two ways of teaching mathematics and the social status of households. There is a slight positive relationship between social class and visible pedagogies, which seem more prevalent among middle-class students. This relationship, however, dissolves when pupils “literacy” is controlled, suggesting that teachers actually adapt the methods to the students” capacities, using “modern” methods with the low-performing students.