Educación pospandémica: Adaptación y continuidad del aprendizaje a distancia en la enseñanza de matemáticas en la ciudad de Antipolo, Filipinas
DOI:
https://doi.org/10.48017/dj.v10i3.3437Palabras clave:
Plan de acción, ensino remotoResumen
Aunque la pandemia ha terminado y las clases presenciales se han reanudado como la principal modalidad de instrucción en todo el país, la educación a distancia sigue siendo prevalente. Muchas escuelas y estudiantes continúan dependiendo de la educación a distancia por diversas razones, como la necesidad de flexibilidad, las persistentes preocupaciones de salud pública, los desastres naturales y otros factores. Esto indica la importancia de evaluar continuamente la implementación de las modalidades de educación a distancia en las escuelas, incluso después de la pandemia. Esto garantiza que las prácticas de los profesores de matemáticas se adapten al contexto actual, que los estudiantes permanezcan involucrados a pesar de la distancia y que las evaluaciones se realicen de manera válida y confiable. Este estudio cualitativo tuvo como objetivo explorar y analizar las experiencias, los desafíos y las estrategias de afrontamiento de ocho profesores de matemáticas seleccionados de dos escuelas públicas, una escuela por distrito, en la División de la Ciudad de Antipolo, Filipinas. La atención se centró en su adaptación continua a las modalidades alternativas de entrega de aprendizaje (ALDM) en la enseñanza de las matemáticas en el nivel secundario. El estudio realizó un análisis en profundidad de estas experiencias, desafíos y estrategias. Los hallazgos sugieren que la implementación de ALDM en la enseñanza de matemáticas sigue siendo una herramienta viable para garantizar la continuidad del aprendizaje a pesar de cualquier interrupción, aunque su éxito depende del tipo de alumno. El estudio destacó la importancia de la preparación, indicando que tanto el profesorado como el alumnado deben estar adecuadamente preparados para la transición a la educación a distancia. Estos resultados sirvieron de base para proponer un plan que apoye no solo al profesorado, sino también al alumnado y a sus respectivas escuelas en la enseñanza eficaz de las matemáticas durante la implementación de ALDM.
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