Actividades didácticas en matemáticas entre estudiantes de primaria: escuelas urbanas versus escuelas rurales en Indonesia
Resumen
Esta investigación analiza las diferencias en las actividades didácticas en el aprendizaje de matemáticas en escuelas primarias entre entornos urbanos y rurales, utilizando un enfoque de métodos mixtos. Participaron docentes y estudiantes de quinto grado de 10 escuelas (5 urbanas y 5 rurales), con un total de 325 estudiantes. Los métodos de recopilación de datos incluyen observaciones en el aula, entrevistas con profesores y análisis de los resultados del aprendizaje de matemáticas. En entornos urbanos, con acceso a tecnología sofisticada, predominan las actividades que priorizan la disciplina y la resistencia de clase, aplican tareas grupales y tecnología, pero tienden a ser individualistas. Mientras, en los entornos rurales las actividades se centran más en el uso de métodos tradicionales y recursos locales, integrando las experiencias cotidianas de los estudiantes y el entorno natural, lo que fomenta el interés y la colaboración en el aula. El análisis estadístico utilizando la prueba U de Mann-Whitney reveló diferencias significativas en los resultados del aprendizaje de matemáticas, y los estudiantes urbanos tienden a obtener puntuaciones más altas que los estudiantes rurales. Estos hallazgos subrayan las disparidades en la calidad de la educación y el acceso a los recursos, enfatizando la necesidad de intervenciones políticas para reducir las disparidades educativas, incluida una asignación más equitativa de los recursos, un mayor acceso a la tecnología y el fortalecimiento de métodos de enseñanza que se adapten y respondan a las necesidades de los estudiantes.
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