Colaboración en co-docencia cuando se promueve la habilidad de argumentación en el aula de matemáticas
DOI:
https://doi.org/10.21703/rexe.v22i50.1822Palabras clave:
Colaboración, co-docencia, habilidad de argumentación, matemáticas, educación especialResumen
El objetivo de la investigación es aportar evidencia sobre los efectos de la promoción de la habilidad de Argumentación en el aula co-docente de matemáticas. Mediante un estudio instrumental de casos, se concluye que el rol del docente de educación especial muestra modificaciones: Los modelos de colaboración que los docentes emplean evidencian una profundidad diferente cuando la habilidad de argumentación es promovida, lo que sugiere que el docente de educación especial adquiere un rol más activo que facilita mayores interacciones entre estudiantes.
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