Arriagada Jofre, Victoria
PhD student, admission 2020
Nationality: Chilean
Education: Professor of Mathematics and Computing University of Concepción, Chile; Master in Higher Education, Catholic University of the Santísima Concepción, Chile.
Introduction: He has specialized in Mathematics Didactics in different stages of schooling, initial and continuous training. His interests are linked to the promotion of mathematical skills such as argumentation and communication, modeling and problem solving, together with the development of the attention of mathematics teachers (noticing) mainly in contexts of professional development programs. Since 2015 she has worked to support mathematics teachers to improve practices in the classroom.
About my thesis
Thesis: Development of the noticing of mathematics teachers who participate in a professional development program based on mathematical competencies
Project description: The purpose of this project is to design an observation instrument that allows characterizing the development of attention of mathematics teachers (noticing) throughout a professional development program based on mathematical competencies.
Director: Horacio Solar Bezmalinovic
Line of research: Teacher training and teacher professional development
Publications and presentations
Publications
- (2022). Solar, H., Ortiz, A., Arriagada, V., & Deulofeu, J. Argumentative orchestration in the mathematical modeling cycle in the classroom. Eurasian Journal of Mathematics, Science and Technology Education, 18(8), em2141. https://doi.org/10.29333/ejmste/12245
Presentations
- (2021). XXV National Conference SOCHIEM (Chilean Society of Mathematics), Rancagua, Chile. "The pedagogical-mathematical resource offered by the animated series Renata y los Problemas to promote the resolution of mathematical problems in first cycle classrooms". Workshop modality, online.
- (2020). Relme 34. Latin American Meeting of Educational Mathematics, Guatemala. “Modeling in primary school students through argumentative management”. Investigation report modality, online.
- (2019). V Conference on Mathematics Education JEM-UMCE, Santiago, Chile. An educational experience for students from the PACE program establishments of the University of Chile, focused on solving mathematical problems. Poster modality, face-to-face.
- (2017). Relme 31. Latin American Meeting of Educational Mathematics, Lima, Peru. “Design and implementation of case studies that promote argumentation in the mathematics classroom”. Investigation report modality, face-to-face.
Participation in projects
Student learning in contexts of collective argumentation and modeling in the mathematics classroom. Regular FONDECYT 1180880
Line of research: Teacher Training and Teacher Professional Development; School teaching and learning.
Academics: Horacio Solar (Director), Andrés Ortiz, Manuel Goizueta and María Aravena
Project summary: Its purpose is to characterize the learning of students when carrying out activities designed by their teachers that promote in an articulated way the competences of arguing and modeling in the mathematics classroom, in the context of a professional development program.
Pedagogies of practice in the Diversity and Inclusion course. FUNDEDOC 2019
Line of research: School teaching and learning.
Academics: Patricia Guerrero (Director) and Carmen Gloria Zúñiga
Project summary: Its purpose is to promote improvements in the Diversity and Inclusion course through the implementation of practice pedagogies that promote diversity, are consistent with the UC Training Model and are associated with the disciplinary didactics taught at the Faculty of Education: Language, Mathematics, Natural Sciences and Social Sciences.
Speaking in Science: characterization of the challenges and needs in facilitating productive and argumentative scientific discussions in basic education. FONDECYT initiation 11190469
Line of research: Teacher Training and Teacher Professional Development; school teaching and learning.
Academics: Florencia Gómez (Director)
Project summary: Its purpose is to characterize the challenges and needs faced by teachers who teach science in 4th and 5th grade when implementing argumentative activities with their students in the context of a professional development program.
Treatment of contingency from the development of the argumentation competence in the mathematics classroom. FONDECYT initiation 11130675
Line of research: Teacher Training and Teacher Professional Development; School teaching and learning.
Academics: Horacio Solar (Director)
Project summary: Its purpose is to reveal how the development of argumentation in the mathematics classroom provides tools to the teacher for the treatment of contingency, in the context of a professional development program.
