UC Education academics give their opinion in the media about Simce 2022 results

During the last few weeks, the results of the Simce 2022 test were released, applied after the covid-19 pandemic to students in the Fourth Grade and Second Middle School.

The results showed a drop in the math test, along with an increase in the educational gap between men and women. As a result of this, academics from UC Education delivered their opinions, reflections and readings of the results through written, radio and television media.

Get to know them below:

To the Simce what is of the Simce. Column by academic Patricia Guerrero with Jorge Muñoz (UCSH) in El Mostrador.

“In order not to overload schools and not spend more resources, we propose to look at the experience of the Nordic and Asian countries that have an education with good results. From these experiences, the diversification of the type of tests could be applied without problem to the Chilean reality, favoring those that do not stress the students, a sample measurement, with more variables to study and every two or four years”.

 

SIMCE 2022: How the gender gaps in Mathematics are explained. Column by academic María Inés Susperreguy together with Ana María Espinoza and Katherine Strasser at CIPER Chile.

“An explanation that is highly plausible is the sharpening of gender roles that the pandemic and confinement in homes caused, and that led girls and adolescent women, in a greater proportion than men, to have to dedicate themselves to work. domestic and care, which plausibly decreased their possibilities and time to learn in the context of distance classes. On the other hand, and as some of the research we have conducted has shown, gender stereotypes that associate Mathematics to a male domain continue to be widely spread among the population.

 

Learning in initial education. Letter to the director in La Tercera from the academic María Inés Susperreguy together with Katherine Strasser, David Preiss, Valeska Grau and Macarena Silva.

“Bringing boys and girls closer to reading and mathematics, and offering a comprehensive education, are not antithetical objectives. Promoting literacy and mathematics in initial education does not mean "schooling" it, but taking advantage of its particularities -exploration, play, art and conversations- to bring boys and girls closer to this knowledge, helping to close gaps that segregation and the lack of opportunities they have been able to generate”.

 

Education Commission and responsibilities for results SIMCE.  Note from Radio Bío Bío. The academic Ernesto Treviño opines.

“It is quite similar to what happened in developed countries such as the United States, and it gives us a basis to be able to move strongly towards recovering the results in the coming years and in the next generation, which should see better results.”

 

Mathematics debacle: 54% of 2nd grade students are at an insufficient level. Note MON. The academic Horacio Solar opines.

“Horacio Solar, an academic from the Faculty of Education at the Pontifical Catholic University, adds the elimination of subjects in the school curriculum as another factor that could have influenced the SIMCE 2022 results. 'To understand mathematics, one needs to work on different types of activities, for example, geometry, algebra. All together, it allows me to solve different problems. If they eliminate subjects, one has fewer opportunities to tackle problems,' he says.

 

Math scores drop and gender gap returns. Note The Bewilderment. The academic Ernesto Treviño opines.

“Treviño assures that although the SIMCE results are not 'catastrophic' as had been announced, there are some 'worrying situations'. "The most worrisome for me is the widening gender gap in mathematics," says the UC expert, while assuring that this turns out to be "a tremendous challenge" for the country. 'It seems to me that it is something that we should also work on in terms of continuous teacher training and educational policy to help reduce this gap and give girls more opportunities in the field of mathematics and science,' says Treviño ”.

 

First post-pandemic Simce: What is behind the sharp drop in results? Note Radio Pattern. The academic Ernesto Treviño opines.

"For Treviño, 'at the level of public policy, it is necessary to rethink the way in which the system is organized because during the pandemic, those schools that had not emerged from the gap for years, with support and accompaniment, managed to improve, something that we had not achieved in the last 10 or 12 years. There is an important clue there regarding where educational policy should advance.' 

 

Simce 2022: Bad news in Mathematics. Note T13. The academic Ernesto Treviño opines.

"This drop (in Simce scores), while significant, is within the expected margins, given that we were one of the Latin American countries that missed the most classes during the pandemic. The fact that the drop is not so pronounced, either in language or mathematics, means that the previous government took some measures that were probably quite effective in alleviating this drop."

 

Simce 2022 and the gender gap. Interview on Radio Pauta with the academic Andrea Cáceres.

"Academic Andrea Cáceres on Radio Pauta Chile about Simce 2022: 'It was being studied that we could have children whose exclusion in mathematics has to do with having or not having access to specific elements for learning, such as technology.'"

 

Simce post-pandemic results show a drop in mathematics and an increase in the gap between men and women. Note from The Journalist. The academic Ernesto Treviño opines.

“'For my taste this is a lesson that should be taken into account in order to offer more support and put aside the pressure that in the last 12 years has not managed to change the fate of schools classified as insufficient. But this is a complete package, this cannot be achieved with partial measures, and the complete package is curricular flexibility and prioritization, flexibility of resources, paying for enrollment and also accompaniment and feedback to school communities,' pointed out the academic. from the UC School of Education and researcher at the Center for Educational Justice, Ernesto Treviño”.