Contextos Educativos. Revista de Educación

Cartographies

2025-06-06T09:08:28+02:00

The teaching innovation project Cartographies (PID 001-23/24) has been developed between 2018 and 2024, with various degree programs at Nebrija University. Its main goal was to promote self-awareness and to emphasize the importance of mental health and emotional well-being through the use of art.

The methodological design was qualitative and it guided the creative process of student and teacher alike through ethnography as well as action research. Likewise, the theoretical-conceptual triangle created between the concepts of “Habitus” (Bourdieu, 2008), the “Theory of the Self” (James, 1994) and the “Theory of Gender Performativity” (Butler, 2007) formed the backbone of the research question connected to the main objective of this innovation project.

The methodology supported the creation of narratives that empowered and promoted the students' self-worth and ability, as well as the self-discovery of their bodies as a source of knowledge and experience. The observation of the process followed and the instruments used demonstrated the importance of employing learning architectures that invite us to explore the territory of existence in order to increase students' self-esteem and promote social transformation.

From this teaching innovation project, it is concluded that tracing the map of reality through the arts helped students to situate their gaze and integrate thought, feeling and action in order to question by means of their own curiosity, the frames of reference that make up the physical maps and also the personal ones. The innovation of this project lies in placing mental health care at the centre of the pedagogical processes as a trigger to favour self-knowledge in relation to multidisciplinary groups using the Cartographies device from an artistic perspective.

Pro-Ana and Pro-Mia Communities

2025-06-06T09:08:34+02:00

Ana and Mia are pseudonyms used to refer to anorexia nervosa and bulimia nervosa, respectively. In the pro-Ana and pro-Mia communities, an apology for these eating disorders (ED) is created. The aim of this paper is to analyze the research about pro-Ana, pro-Mia and pro-ED websites. For this reason, a systematic review was carried out in WoS, Scopus and ERIC. 339 documents were registered and, after applying the selection criteria, 38 articles were included. Findings reveal that most of the papers have been published in the last seven years and that the most studied ED is anorexia. In addition, results confirm that pro-ED communities defend their own lifestyle, related to mental, physical, and social health disruptions. Finally, the proposals for media literacy and formal and non-formal education to promote health against eating disorders through actions in educational contexts are considered.

Contributions of Dialogic Literary Gatherings in the Construction of Students as Political Subjects

2025-06-06T09:08:35+02:00

Dialogic Literary Gatherings (DLG) are one of the Successful Educational Actions implemented in Learning Communities that has shown to be beneficial to achieve improvements in instrumental learning and also at a social level, however, its relationship with the formation of political subjects has not yet been sufficiently explored. This article presents research on the contributions of Dialogic Literary Gatherings in forming students as political subjects from a qualitative case study in the Coquimbo Region, Chile. The communicative methodology was adopted, and communicative stories of daily life were made with primary school students, also non-participant observations in Dialogic Literary Gatherings were conducted. The findings show that the students have learned about the right to participate, respect different opinions, and carry out a critical analysis of reality, these learnings align with the capacities that the literature has identified as a contribution to the formation of political subjects. It is concluded that through Dialogic Literary Gatherings, students position themselves as creators of their own reality, transforming the daily relationships they establish with their closest environments.

Identification And Educational Support for Children with High Intellectual Abilities

2025-06-06T09:08:32+02:00

From a social, comprehensive, multidimensional, and dynamic approach to high intellectual abilities, the objective of this study is to understand the educational situation of students with high intellectual abilities in the second grade of basic education in La Matriz parish. Several tests were applied to identify the population with gitness, as well as their sociodemographic characteristics, aptitudes, interests and learning styles. With the construction of a portfolio of talents some individualized strategies for educational support were suggested. The research follows a mixed methodology, with a descriptive, observational, cross-sectional and applied study. Form the sample of 93 students around the age of 6 and 7 years, it was identified that 12.9% presented a superior intellectual capacity. Among the most significant results, it stands out that 2.2% of the students’ present giftedness; 4.4% simple talent and 8.6% compound talent. Academic performance is significantly associated with creativity and IQ, with a positive relationship for both variables. Each of the students presents a unique profile of aptitudes, interests and learning styles, evidencing the uniqueness of the human being and the need to provide individualized educational support.

Family Involvement in The Homework

2025-06-06T09:08:31+02:00

The aim of this study was to find out the perception of students, families and teachers of the first four years of Primary Education about Homework. The sample consisted of 52 students, 100 families and 27 teachers from schools in the Region of Murcia. To explore the information collected through the three questionnaires designed ad hoc, we decided to adopt a descriptive and cross-sectional quantitative approach following a non-experimental or ex post facto design. Although, first, the three structured questionnaires were designed, which led to previously explore the psycho-technical characteristics, which proved to be adequate for the designed instruments.

The results indicate that there is a total degree of agreement when the student asks for help from the family to do homework. On the other hand, there are discrepancies when assessing whether the family assigns rewards for doing homework. However, statistical evidence leads to further study and, although relevant information is extracted from the object of study from a multidimensional and triangulated perspective, it is observed that for teachers, families do not really support their children during homework, despite seeing family involvement in homework as appropriate.

Validation of a Questionnaire on Teacher Training to Cater for Diversity

2025-06-06T09:08:29+02:00

Although there are numerous studies linked to the analysis of the training needed by teachers to respond to student diversity, there are few valid and reliable instruments that allow us to assess the preparation required to do so from a broad and up-to-date perspective. Under these coordinates, the current study aims to analyse the psychometric characteristics of a questionnaire designed ad hoc and aimed at assessing the training needed to cater for an increasingly diverse student population. After designing and applying the instrument to a sample of 376 teachers, its reliability and validity are studied. For the reliability study, the internal consistency of the questionnaire was calculated using Cronbach's alpha coefficient. For the validity analysis, we chose to calculate the content validity, using the technique of expert judgement in the field, and the construct validity, using factor analysis. The results obtained show that an instrument has been developed for the systematic and orderly collection of information from the target population, which is at the same time congruent, internally consistent, valid and highly reliable. In this sense, the instrument represents a valuable and up-to-date contribution to the scientific field in which it is framed.

Foreword

2025-04-10T09:36:44+02:00

Problem Creation in Teacher Education

2025-06-06T09:08:20+02:00

The creation of problems is considered a fundamental activity in the training of future teachers that allows them to improve their didactic-mathematical knowledge and skills. This paper describes the design, implementation and results of a training experience with future elementary school teachers focused on the creation of problems to develop algebraic reasoning. The research has a descriptive and exploratory nature with a qualitative approach. We analyze the responses of trainee teachers to a task in which, working collaboratively (grouped in 13 teams), they had to create problems as a variation of three given situations to encourage algebraic reasoning in their students. The results show that the trainee teachers were, in general, successful in modifying situations in arithmetic environments. On the one hand, if the starting situation involved comparing the results of arithmetic operations, they mostly created problems that involved comparing expressions or checking the veracity of algebraic equalities, fostering aspects such as generalized arithmetic or expressions and equalities. On the other hand, if the initial situation involved the calculation of an arithmetic operation, future teachers mostly proposed problems that involved solving equations. However, the future teachers had difficulties in creating new problems starting from a situation in a geometric environment, almost all of them proposing ambiguous or incorrect problems that rarely encouraged the development of algebraic reasoning. We conclude the importance of incorporating in teacher training programs the creation of problems in a wide variety of situations as a means to promote a global vision of school algebra.

Observational Analysis of a Proposal to Work Measures of Central Tendency with Pop-Its in Primary Education

2025-01-13T23:15:33+01:00

Statistics, and more specifically the measures of central tendency, is present in many contexts of everyday life, and it is essential to work on it from an early age, as a large number of authors have pointed out over the years. This paper presents a methodological proposal to introduce statistics in the 4th year of Primary Education with the material known as pop-its, which in recent years has received great attention among students of almost all ages. This material has very good properties, among which stand out the fact that students are familiar with it, its low cost and its multiple uses in the mathematics classroom that should be exploited. Within the observational methodology, an ad hoc observation instrument has been built that allows the analysis and interpretation of the behavior of the participants in this experience and that has been carried out in the center to which they belong. The reliability of the system has been guaranteed in the form of inter-observer agreement based on the agreement percentage and Cohen's Kappa coefficient. The operation of the system is reflected in the data records of each participant and in the regular behavior structures, through THEME. The objectives of this study are: to present an intervention proposal to work on statistics in the 4th year of Primary Education stage through the use of pop-its and to analyse and interpret the behaviour displayed in the performance of the intervention proposal. The results show that the pop-it is a suitable material for the work of the measures of central tendency through the iconic stage and supports the idea of promoting its use in future teaching activities of the different levels of primary education and even secondary education, without forgetting early childhood education since it provides new learning scenarios.

Competencies and difficulties of undergraduate students facing a problem involving conjecture and proof

2025-06-06T09:08:23+02:00

Despite the importance of proof for developing students' mathematical competence, understanding how its learning occurs remains a challenge for both researchers in Mathematics Education as well as teachers. In this study, we analyze the competence of first year university students in solving a problem involving the conjecture and proof of arithmetic properties. Adopting a predominantly qualitative methodological approach, we integrate the Toulmin's model with tools from the Onto-semiotic Approach to characterize and analyze the practices developed by students. Specifically, we identify the objects and processes involved in the argumentations, relating them to the elements of the Toulmin's model, and examine the degree of generalization achieved. This integration enables us to gain deeper insight into students' competencies with proof and the difficulties they encounter. The results of our study show that, while most students use correct deductive argumentations to validate or refute conjectures explicitly stated in the given problem, they face significant difficulties when formulating conjectures that are not explicitly provided and in developing their proofs. Furthermore, many students fail to achieve the expected level of formalization at the university level, and when they do, it does not necessarily translate to greater relevance in their solutions. These findings indicate that the instruction that the students have received thus far has been insufficient to develop a solid understanding of proof. We conclude by emphasizing the need to focus on how proof is addressed in current instructional processes to tackle the identified difficulties and to create opportunities for meaningful learning.

Professional Development of Mathematics Teachers of Early Childhood and Primary Education

2025-06-06T09:08:18+02:00

The objective of this article is to investigate the professional development of early childhood and primary eduction mathematics teachers based on the design and implementation of a continuing education programme on algebraic sense. This programme is structured in eight monthly two-hour sessions, in which activities and challenges are presented in line with the main curricular lines (relations, patterns, change, algebraic language and computational thinking) and is implemented based on the realist-reflexive training model. A qualitative methodology based on a multiple case study was adopted, with the participation of 13 in-service early childhood and primary education teachers. Data collection is carried out through participant observation, recording the teachers' interactions and reflections. These data are analysed using the technique of content analysis with a deductive approach, based on previously defined categories related to self-regulation markers emerging from the literature. The results reveal that the programme has promoted: a) processes of deconstruction of teachers' previous experiences, beliefs and disciplinary and pedagogical knowledge about algebraic meaning that can hinder professional development; and b) processes of co-construction and reconstruction about the nature of algebraic sense, showing an evolution in the critical understanding of this meaning. This evolution was evidenced in the transformation of a perception centred on symbolism towards a functional conception that prioritizes generalization and mathematical reasoning in the early stages of education. It is concluded that the in-service training programme proved to be effective in boosting teachers' professional development by providing participants with practical and theoretical tools that enhance the teaching of algebra at basic levels.

Learning the Part-Whole Model of Fractions Through a Task with Flags of The World

2025-06-12T13:30:50+02:00

This article aims to present a contextualised task for learning the part-whole model of fractions based on the use of national flags, and to analyse the resolution strategies and levels of difficulty that arise from its implementation in different educational contexts. The results obtained are analysed from a qualitative phenomenological approach, obtaining evidence of the level of reasoning about fractions put into practice. The task, originally designed for compulsory basic education, is based on the question What fraction of the flag occupies the colour red? in front of a selection of different flags. In order to identify specific fraction calculation strategies, this task was implemented with students in basic education and both pre-service and in-service teachers in Spain and Portugal. Six different resolution strategies were identified: visual, decomposition, recomposition, operational, measurement with a graduated ruler and fractional measurements. Likewise, different levels of difficulty were identified depending on whether the flags require graphic strategies or knowledge of geometric properties to calculate the fraction. The proposal favours the development of skills in the calculation, measurement and estimation of fractions and is adaptable to different grades, from 3rd year of primary or basic education onwards, by modifying the selection of flags. The predominance of visual, decompositional and operational additive strategies was observed among students and trainee teachers. The transformation of geometry by recomposition and the use of a graduated ruler to calculate triangular areas were also observed in pre-service and in-service teachers. Notably absent across all participant groups were fractional measurement strategies, as well as subtractive, multiplicative, and quotient-based approaches.

Impact of Fermi's Problem-Solving Environment on The Complexity and Flexibility of Pre-Service Teachers' Strategies

2025-06-06T09:08:22+02:00

Problem-solving and modelling competencies are central to the Mathematics curriculum. Fermi problems are ideal for students to develop these competencies, as they present real and open situations that promote, on the one hand, the inclusion of realistic assumptions that increase the complexity of the solutions, and on the other hand, flexibility in the use of multiple strategies. However, primary school teachers do not introduce these problems in their classrooms and have difficulties solving them satisfactorily. We aim to find out which solving environment is most effective for pre-service teachers to develop complex strategies and use them flexibly throughout a sequence of Fermi problems. To this end, we present a quasi-experimental study with three solving environments: 55 pre-service teachers solve Fermi problems in the classroom, evoking the situation; 41 pre-service teachers solve them by experimenting at the real problem site; and 41 pre-service teachers solve them by questioning ChatGPT. Using a mixed methods approach, we analyse the strategies completed, the realistic assumptions, the types of strategy used and the participants’ flexibility for each solving environment. A combination of variable dependence and variance analysis allows us to compare the influence of the solving environment on the rate of completed strategies and their level of complexity, as well as on which strategies are most used and the pre-service teachers’ level of flexibility. The results show that, although completing a strategy is accessible to pre-service teachers regardless of the solving environment, there are significant differences in the complexity of these strategies according to the environment and also in the flexibility demonstrated. The on-site experimentation environment is the most effective for developing these skills.

FERRI, G. (2020). ¿Y ahora qué? Escritos de un inconformista pedagógico. Barcelona: Octaedro, 168 páginas, ISBN 978-84-18348-67-9

2025-03-10T13:51:57+01:00

DELICADO MORATALLA, l. (Coord.) (2025). La pornografía, un problema social global. Barcelona: Octaedro, 212 páginas, ISBN 978-84-1079-009-4

2025-04-07T20:16:51+02:00

Pornography is a phenomenon of global scope that must be addressed with future educators to ensure that coeducation fosters the development of a more egalitarian society. Pornography, a Global Social Problem (2025) was created with the goal of equipping university teaching with practical and contemporary tools. Through a rigorous contextual analysis, it seeks to facilitate the study of the various dimensions of pornography. Incorporating contributions from specialists across various disciplines, the book offers a multidisciplinary exploration of the challenges posed by new digital pornography. Furthermore, it introduces a series of dynamics aimed at generating spaces for critical reflection within university classrooms.

Curricular Focussed Active Breaks in Secondary Education

2025-06-06T09:08:24+02:00

Today's society, immersed in incessant changes, imposes on educational institutions the need for adaptability. In schools, this transformation process implies overcoming traditional methodologies to approach others that allow the promotion of motivating and active learning strategies, placing the students at the center of the teaching-learning process. This study highlights the curricular focussed active breaks (CF-AB) for their benefits on physical and psychological health, as well as their potential impact on academic performance (AP). The aim of this study is to analyze the perception of a group of secondary school students participating in the CF-AB program "Activity Breaks: Ikasi Mugituz! (Spanish Language)", regarding the effects of their experience on attention, concentration, amount of physical activity (PA) and AP. The intervention involved applying 5 to 10 minute breaks with a frequency of 4 interventions per week, during a period of 8 weeks. In this case study, a descriptive qualitative methodology was employed, using focus group for data collection and NVivo 14 software for analysis. The incidental sample consisted of 6 students from the first year of Compulsory Secondary Education students from a school in the Basque Autonomous Community (Spain), who participated in the program and discussed their experience. The results indicated a positive perception of the CF-AB. Students valued the connection between the subject content and PA, as well as the effectiveness of the transitions between CF-AB and school routines, expressing a desire to apply this strategy in other subjects and academic levels. Regarding the influence of CF-AB on attention and concentration, most of them experienced improvements. Additionally, they reported an increase in daily PA. In terms of AP, students reported improvements in content retention and the ability to remember information. In conclusion, this research supports the effectiveness of the CF-AB in multiple aspects of educational development.

Laughter As a Beneficial Tool with A Penitentiary Group

2025-06-06T09:08:26+02:00

From the field of health, laughter is considered a generator of pleasure and positive emotions, fundamental for any person, contributing widely to improve the quality of life, on the other hand, it has motor, cognitive and affective components. In this study, it is proposed how a socio-educational intervention with a humor workshop within a Respect Module in a penitentiary center will generate changes with a group at risk of exclusion. We selected items from the Multidimensional Humor Sense Scale (MSHS), α= 0.89, to test whether there are significant differences due to the workshop. The sample consists of 24 inmates from 9 different countries with an age between 23 and 72 years. The work is based on quantitative research, through the descriptive analysis methodology, the differences between pre-tests and post-tests in the selected items are highlighted, although, when performing the hypothesis contrast by the Wilcoxon signed-rank test, it is accepted that there are no significant differences. On the one hand, it is concluded that, despite the data, this type of intervention with groups at risk of social exclusion is necessary; on the other hand, the limitations of the intervention are recognized and it is convenient to have more representative samples.