Florencia Gómez Zaccarelli
Biographic Data
| ID | 1506446 |
|---|---|
| NAME | Florencia Gómez Zaccarelli |
| GIVEN NAMES | Florencia Gómez |
| FAMILY NAME | Zaccarelli |
| SIGNATURE | ZACCARELLI F G |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0003-0916-0062 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom
This study examines the coaching skills of middle leaders, or Teacher Leaders (TLs), in supporting their peers’ ability to notice mathematical argumentation in classroom practice through communication. The research is situated within a professional development program designed to support teachers in becoming TLs, coaching colleagues in their schools or districts to improve their noticing of argumentation in Chile. Addressing the theoretical gap, …
Challenges to using digital technologies in mathematics teaching and learning
The integration of digital technologies in mathematics education has become increasingly critical, yet significant challenges persist in teacher preparation contexts. This study examines the challenges that Mathematics Teacher Educators (MTEs) identify when teaching mathematics using digital technology, contributing to understanding the training perspective needed for effective digital technology integration in mathematics teacher education. An e…
Evolving collaborative dynamics
Introduction This study examines the evolution of a research-practice partnership (RPP) between a research university (RU) and a newly formed Local Public Education Service (SLEP) in Chile, initiated in 2021 within the context of the country's ongoing public education reform. The partnership began as a formal collaboration to address a district-wide need for a shared pedagogical framework and later expanded to investigate teacher collaboration fo…
Coenseñanza entre docentes de matemáticas y de educación especial para promover la argumentación en el aula
En el contexto de un programa de desarrollo profesional docente, este estudio tuvo como propósito caracterizar la coenseñanza de duplas de docentes de educación especial y de matemáticas al promover argumentación en el aula desde una perspectiva inclusiva. Mediante un estudio exploratorio de casos múltiples a partir de las videograbaciones de clases de tres duplas, se distinguieron tipos de coenseñanza en la interacción entre las duplas docentes,…
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Yea…
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Yea…
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Yea…
Coenseñanza entre docentes de matemáticas y de educación especial para promover la argumentación en el aula
En el contexto de un programa de desarrollo profesional docente, este estudio tuvo como propósito caracterizar la coenseñanza de duplas de docentes de educación especial y de matemáticas al promover argumentación en el aula desde una perspectiva inclusiva. Mediante un estudio exploratorio de casos múltiples a partir de las videograbaciones de clases de tres duplas, se distinguieron tipos de coenseñanza en la interacción entre las duplas docentes,…
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom
This study examines the coaching skills of middle leaders, or Teacher Leaders (TLs), in supporting their peers’ ability to notice mathematical argumentation in classroom practice through communication. The research is situated within a professional development program designed to support teachers in becoming TLs, coaching colleagues in their schools or districts to improve their noticing of argumentation in Chile. Addressing the theoretical gap, …
Challenges to using digital technologies in mathematics teaching and learning
The integration of digital technologies in mathematics education has become increasingly critical, yet significant challenges persist in teacher preparation contexts. This study examines the challenges that Mathematics Teacher Educators (MTEs) identify when teaching mathematics using digital technology, contributing to understanding the training perspective needed for effective digital technology integration in mathematics teacher education. An e…
Evolving collaborative dynamics
Introduction This study examines the evolution of a research-practice partnership (RPP) between a research university (RU) and a newly formed Local Public Education Service (SLEP) in Chile, initiated in 2021 within the context of the country's ongoing public education reform. The partnership began as a formal collaboration to address a district-wide need for a shared pedagogical framework and later expanded to investigate teacher collaboration fo…
Argumentation theory (2 works) · Mathematics Education and Teaching Techniques (2 works) · Professional development (2 works) · Qualitative research (2 works) · Thematic analysis (2 works) · Argument (complex analysis (1 work) · Coaching (1 work) · Coaching Methods and Impact (1 work) · Collaborative Teaching and Inclusion (1 work) · Content analysis (1 work)