Raimundo Olfos Ayarza
Biographic Data
| ID | 1597623 |
|---|---|
| NAME | Raimundo Olfos Ayarza |
| GIVEN NAMES | Raimundo Olfos |
| FAMILY NAME | Ayarza |
| SIGNATURE | AYARZA R O |
| AFFILIATIONS | Pontificia Universidad Católica de Valparaíso |
| ORCID | 0000-0002-9886-4282 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Remote scaffolding system to support preschool teachers in developing mathematical and socioemotional skills
This study examines the implementation of a remote scaffolding system designed to support in-service preschool educators in developing the mathematical content knowledge and the mathematical pedagogical content knowledge based on the Ability to Teach Mathematics (ATM) construct, with focus on the mathematics and socioemotional development of preschool children. The intervention consisted of a professional development program based on online colla…
Computational Thinking in Childhood Education: Exploring Fundamental Components Through Playful Unplugged Tasks and Storytelling
Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics
Mathematical knowledge and overall practice in initial teacher education of early childhood teachers
This paper presents an instrumental multiple-case study composed of two representative cases selected from a Mathematics Initial Teacher Education course. Data collected include concept maps, classroom observations, and interviews, which were analysed quantitatively and qualitatively. Differences in knowledge and practices were compared between pre-service early childhood teachers: one with greater content and pedagogical knowledge, and appropria…
Contribution of teacher knowledge to student knowledge of mathematics / Contribución del conocimiento del profesor al conocimiento del alumno en matemáticas
The aim of this study is to establish to what extent teachers’ knowledge, in association with school socioeconomic level, students’ previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of varia…
Naturaleza del objeto matemático “Tabla
El estudio ofrece una visión amplia del proceso de evolución de las ideas sobre tablas, su connotación de herramienta, surgimiento y desarrollo en diversas sociedades y culturas en diferentes momentos de la historia, cuestiones que aportan al conocimiento sobre este objeto y sus alcances didácticos. La reflexión sobre la trayectoria de la tabla y su presencia como herramienta de almacenamiento, como herramienta de cálculo en sistemas de numeració…
Clase pública de un estudio de clases de estadística: Una instancia de cambio de creencias en los profesores
Recibido 11 de octubre de 2014 • Corregido 30 de julio de 2015 • Aceptado 14 de agosto de 2015Se investiga el impacto de la implementación de una lección de estadística en las creencias del profesorado que observa la lección. Bajo un diseño cuasi-experimental participan del estudio 18 docentes y 7 estudiantes de docencia, quienes responden un cuestionario validado, con 6 proposiciones bajo una escala Likert. El cuestionario de creencias sobre cóm…
Teachers' pedagogical content knowledge and its relation with students' understanding
We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning…
Teachers' pedagogical content knowledge and its relation with students' understanding
We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning…
Clase pública de un estudio de clases de estadística: Una instancia de cambio de creencias en los profesores
Recibido 11 de octubre de 2014 • Corregido 30 de julio de 2015 • Aceptado 14 de agosto de 2015Se investiga el impacto de la implementación de una lección de estadística en las creencias del profesorado que observa la lección. Bajo un diseño cuasi-experimental participan del estudio 18 docentes y 7 estudiantes de docencia, quienes responden un cuestionario validado, con 6 proposiciones bajo una escala Likert. El cuestionario de creencias sobre cóm…
Teachers' pedagogical content knowledge and its relation with students' understanding
We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning…
Clase pública de un estudio de clases de estadística: Una instancia de cambio de creencias en los profesores
Recibido 11 de octubre de 2014 • Corregido 30 de julio de 2015 • Aceptado 14 de agosto de 2015Se investiga el impacto de la implementación de una lección de estadística en las creencias del profesorado que observa la lección. Bajo un diseño cuasi-experimental participan del estudio 18 docentes y 7 estudiantes de docencia, quienes responden un cuestionario validado, con 6 proposiciones bajo una escala Likert. El cuestionario de creencias sobre cóm…
Naturaleza del objeto matemático “Tabla
El estudio ofrece una visión amplia del proceso de evolución de las ideas sobre tablas, su connotación de herramienta, surgimiento y desarrollo en diversas sociedades y culturas en diferentes momentos de la historia, cuestiones que aportan al conocimiento sobre este objeto y sus alcances didácticos. La reflexión sobre la trayectoria de la tabla y su presencia como herramienta de almacenamiento, como herramienta de cálculo en sistemas de numeració…
Contribution of teacher knowledge to student knowledge of mathematics / Contribución del conocimiento del profesor al conocimiento del alumno en matemáticas
The aim of this study is to establish to what extent teachers’ knowledge, in association with school socioeconomic level, students’ previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of varia…
Mathematical knowledge and overall practice in initial teacher education of early childhood teachers
This paper presents an instrumental multiple-case study composed of two representative cases selected from a Mathematics Initial Teacher Education course. Data collected include concept maps, classroom observations, and interviews, which were analysed quantitatively and qualitatively. Differences in knowledge and practices were compared between pre-service early childhood teachers: one with greater content and pedagogical knowledge, and appropria…
Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics
Remote scaffolding system to support preschool teachers in developing mathematical and socioemotional skills
This study examines the implementation of a remote scaffolding system designed to support in-service preschool educators in developing the mathematical content knowledge and the mathematical pedagogical content knowledge based on the Ability to Teach Mathematics (ATM) construct, with focus on the mathematics and socioemotional development of preschool children. The intervention consisted of a professional development program based on online colla…
Computational Thinking in Childhood Education: Exploring Fundamental Components Through Playful Unplugged Tasks and Storytelling
Mathematics Education and Teaching Techniques (6 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Psychology (5 works) · Mathematics education (4 works) · Statistics Education and Methodologies (4 works) · Pedagogy (3 works) · Socioeconomic status (3 works) · Child Development and Digital Technology (2 works) · Dimension (graph theory (2 works) · Early childhood (2 works)